M 


MAIN  L1BWARY.AGRICUL.TURE 


UI.'IVEF.SITY  OF  CkLlFOKAlA 
COLLEGE  OF  AGRIGUI.1-URE 
DIVISION  OF  AGRICULTURAL  EDUCATION 


TEACISRJ'  COURSE  100  -  ELEI'El^TS  OF  AGRICULTURE.  NATURE  STUDY 

AND  SOKOOI-  GARDENS.  -  C.  J.  Kern,  Asst  .Prof  essor 
/.gricultuiai  Education, 

Part  I.     l-llernents  of  Agricultural  Nature  Study, 

Pages  2  -  20:-  Library  Readings  and  Discussions. 

Pages  21-  47:-  A  Consideration  of  sorce  Admiviistrative  details, 
place  on  the  prograiri  .principles  of  teaching,  etc, 

Page  48    :-  A  Short  List  of  Reference  Books. 

Pages  51-  94:-  List  of  I.:aterial  in  Agriculture  Nature  Study 
furnished  by  various  Eembers  of  the  staff  of 
the  University  of  California. 

Page  95    :-  The  Four  Units  of  a  Course  in  Agricultural 
Nature  Study. 

Pages  96-173:-  Su<^gested  Outlines  in  Agricultural  Nature  Study 
for  the  Rural  Schools  of  California. 


55404G 


» 


Part   I, 
Rn.turo   Study  Page  2, 

AGRICULTURAL'-.NATURE-STUDY  ,  lETHODS  ,  MATERIALS  ,  ETC.  , 
Educational   V.tIuos  . 

1.  Scoins;  Thin,7S :-     "The  more   I  think   of    it.,   I   find  this    conclusion 
t'oro   impressed  upon  me,  that  the  greatest  thiiig  a  human  soul  over  docs 

in  this  v/orld  is  to  see  sonething.      Hundreds   of   people   can  tail:  for   one 
who   can  think,   but  thousands   can  think   for   one  r;ho   can  see.      To  sec   clearly 
is   poetry,   prophecy  and  religi':^n-  all   in  one."   Ruskin. 

2.  Learning;  Things:-   "Learning  those  things   in  nature  that   are  best 
'vorth  kncving ,  to  the  end    of   doings  those  things  that  make  life  most  worth 
living."   Kodgc. 

3.  DoinfT  Things  :-   "The  daily  doing   of   needful  things  vvith  regularity 
and   efficiency  is    in  itself   highly   educative.      It   constitutes   a   good   and 
necessary  part    of   a   liberal   education,   and  v.dthout   it   no   system  of   education 
is   safe.      It   teaches,   first    of   all,   personal   responsibility   for  things   to 

be  accoi;iplished  ,  ^-/hereby  the   child  learns  the   useful  lesson  that  things   do 
not    'just   hnppon*  ,   neither   do  they    'do  themselves'--"   Davenport, 

Place   of   Nature   Study  in  a.  System  of   Education. 

1,    "','e  are   not,   neither  shall  -je  be,   free   from  the   need   of   and   interest 
in  the  three  fundamental  human  requisites,  viz,   food,   clothing,  and  shelter. 
The  poet   and  the  philosopher   cannot   prosper   on  rhyme  and  speculation  alone. 
They,   as  v/ell  as   the   scientist   and  the   laborer,  must   have   life  before  they 
have  thoir   own  peculiar  lives;   they,  too,  must   be   fed,   clothed  and   sheltered. 
\7e  have  here  a  center  in  v;hich  the  interests   of   all  humanity,  converge. 
The  poorest  and  the  most   ignorant   have  little  more  ,  and  the  miost   favored 


MVihO'iiM^-.'.^ 


Nature   Study.  '  •  ^'^S^  3, 

hfjve  nothing  that   can  be  substituted   for  those  same   f undaaentals .      The 
need   for  biologic  knov/lodgo  was  the   first  and   continues  to  be  the  primary 
need   of   life.     To  know  in  some  v:ay  which  things   are   for  us  and  \7hich 
p.gainst  us,  'vhich  \7ill  cure  and  v;hich  v/ill  kill;    in  short,  to  know  the  life 
^7ith  vfhich  and  in  -/hich  we  live  is    our  primary  nocd«     This   is  true  not    only 
chronologically  but   logically  and  biologically  as  well.     There  is   no  escape 
from  it.      If  there  is   any  truth  in  the    'recapitulation  theory',  and   if  the 
spontaneous   interest   of  the  child  is  to  be  a  determining   factor  in  the 
selection  of  material  for  the  ICindergarten  and  elementary  school,   it  would 
seen  to  be  a,  serious   error  to   omt  those  things  v/hich  have  been  the   earliest 
and  nost  persistent   elencnts   in  the  development   of  the  race  and  in  which  the 

child  finds   his   greatest   delight The  great  text-book  of  Nature  is    open 

before  us.      In  this  both  the  race  and  the  child  find  their  primary  and  fun- 
damental needs   supplied,   and  their  first   and  most  abiding  interest  awakened. 
In  the   kindergarten  and  the   elementary  school,  when  practicable,  the   care 
and   culture   of   animals   and  plants  should  be  the  first  aim;  when  this   is   not 
practicable,  association  and  acquaintance  with  them  should  be  encouraged. 
This   study  should   constitute  the  very  core  and  heart   of   elementary  education 
and  should  be  secondary  to  no   other  phase   of  work".-  Bryan,  The  Basis   of 
Practical  Teaching         pp  143-146. 

2.   "Cultivation  of  plants   indicated  and  developed  elements    of 
character  fundamental  to   civilized  life.     Uillingness  to  v;ork  for  daily 
bread,   intelligent  provision  for  the  future,   courage  to   fight   for  home, 
love   of    country,  are  a  fev;  among  the   virtues   attained,  V/hen  \7e   consider 

its   universal  and  fundamental  character  in  relation  to  civilization  and 


II 


Nr3turo   Study. 


P-'.se  -'.. 


kuini?n  advsncomcnt ,  tho  ordssion  of  soil  Icrc  fro.o  s,  system  of  education 
of  the  young  is  suggestive  of  relapse  to  barbarism.  To  allov;  a  child  to 
grow  up  -/ithout  planting  a  seed  or  roaring  a  plant  is  a  cri^ne  p.gainst 
ci/ilizcd  society,  and  our  arnics  of  tramps  and  hordes  of  hoodlums  are  among 
tho  first  fruits  of  an  educational  system  that  slights  this  important  mattei?" 
Kodge,  Nature  Study  and  Life  p  10. 

3,  "As  I  ?cc  it,  the  object  of  teaching  in  tho  grades  and  especially 
in  tho  country  schools  that  superior  quality  of  nature  study  which  t/e  may 
call  p.griculturc  -viay  bo  briefly  outlined  as  follows  :- 

1-  To  cc-ucato  partly  by  means  of  that  industry  lying  nearest 
at  hand,  to  tho  one  tliat  the  student  may  bo  active  rather  than  passive  - 
a  doer  as  ;voll  as  a  thinker, 

2-  To  'viden  the  perspective  and  so  far  as  possible  to  introduce 
the  student  to  the  real  life  of  the  v/orld. 

3-  To  instill  a  respect  for  industry  in  general, 

4-  To  give  some  agriculture  for  its  ov;n  sake  as  v;ell  as  for  its 
educational  value  in  order  that  its  fundamental  need  shall  be  appreciated 
and  its  practices  Smproved,  "-Davenport,  Education  for  Efficiency,  revised 
edition,  p  144, 

Introductory  Study  of  Purpose,  Principles,  Etc, 

References  for  Reading  and  Class  Discussion, 


1,  Bailey,  The  Nature  Study  Idea. 

2,  Comstock,  Hand  Book  oi   Nature  Study  for  Teachers. 

3,  Coulter  and  Patterson,  Practical  Nature  Study  and  Elementary 

Agriculture, 


Na-^.ure  Studv, 


?3c:e  3. 


I-  rjhat   Nature   Study  Is , 


A.  Bailey,   Chap,    I.    rjp  1-15. 

1,  A  movement   originating  in  the  conraon  schools   for  a  specific 
purpose.  i-Iamc  it,      Sco  P.  4. 

2,  Nature  inay  to  studied  v;ith  either   oftv;o  objects,  p  5, 

3,  Contrast   of  Nature -study  method  ar^  formal  science  aethod.p  5, 

4,  Evolution  of   a  nov;  intention  in  Education     p  11, 

5,  Things   essential  to  teach  nature,  p  13, 

B.  Comstock  Part   I, 

1,  Observation  and   object   of  Nature-study  teacher,  p  1. 

2,  \Tnat   nature  study  should  do  for  the   child,     pp  1,2. 

a.  Cultivates   child's   imagination,  perception  and  rfeglJjd 
for  i^hat  iS   tt\iB  -^hd  pov/er  to  express  it.     pi. 

b.  Love  of  the 'beautififil--  perception  of   color,  form,   etc, pi. 

c.  Sense  of •  companionship  'vith  out-door  life,     p     1. 

d.  Personal  '.'.no'vladge   of  nature's   laws,     p  2, 

C.  Coulter   and  Patterson,   py  1,3, 

1-  N'^ture  Study's    object,       p  L. 

2-  Char-'ctcr  of   material  ho^';  determined?     p  1, 
II-  r,fhat  Nature  Study  is  Hot, 

A,   B^.iley,   Chapter  III.   pp  29-35. 

1-  Mot  the  teaching  of  science—  not  the  systematic  purc-uit  of 
a  logical  body  of  principles,  p  30, 

2-  !Jot  reading  nature  books,  p  30, 

3-  Net  the  te-^ching  of  facts  merely  for  the  sake  oi  facts,  p  31. 

4-  Not  ^  progrr?m  for  the  teaching  of  morals,  p  32. 


Nature    Study 


Page  6. 


5-  Not  tho  B.ddiig  of   one  more  thi.ig  to  ^   course  of  study. p  33, 
B,   Coast ock  P-irt   I,    _tp  5, 

1-  Mot   elementary  science  as   so  taught, 

2-  In  clcrr.cntary  science  v/ork  begins  v;ith  v;hat? 

3-  V.'ork  of   nature  study  begins  hov;? 

4-  Nature  study  for- the  child  and  science   for  the   "  grov;n-ups." 
III.   The   Spirit    of  N-^ture   Study. 

A.   Coulter   '^.nd  Patterson     pp  60-74. 

1-  Tho   "   atmosphere"    of  nature  study,   p  61. 

2-  Value   of   cnthusi^SD     p  61, 

3-  Danger   of  making  enthusiasm  tho    only  test   of  an  effective 
nature   study  spirit.  p   61, 

4-  The   kind   of   exactness   that   kills    nature  study,      p   62. 

5-  The  plea   for  the   salvation  of   enthusiasm,      p  62,63, 

6-  Value   of  the   open  mind,      pp   64,65. 

7-  Need   of   a  spirit    of   inquiry. p p   55,66,67. 

a-   "The   childhooa   of  the   race   accumulated  much  v;hich  its 
manhood  is   eompeilcd  to  lay  aside,  and  our  mental  stock  in  trade  needs 
going   ever  and   rc^dsing  continually." 

br  "The   Spirit   of  -inquiry  leads    one  to  take  the  statements 
of  bocks    and   of  teachers   as  things  to  be  tested  before  they  are  believed," 

8-  The   desire   for  truth,      pp   68,59, 

9-  Persistence   pp  70-72. 

■^-  "There  are  teachers  of  r.o  experience  or  training  in  nnture 
study,  but  with  enthusiasm  an-;*  persistence,  vho  have  v/crked  over  their  local 


N.'^.ture  Study.  Pago  7. 

iT'atorip.l,  until  they  are  perfectly  fq.niiliar  ^vith  its  po!3sibilitios  ,  '.;hc 
have  devised  all   sorts    of   useful  schecies   for   irilercsting  the  children  in 
uncovering  it  ,  and  ^/ho  have   accumulated  a  stock   of  most   suggestive  experiincnta. 
In  short,  they  are  exceedingly  successful;   perhaps  more  so  than  if  their 
opportunity  for  training  had  been  greater.     There  are   other  teachers   of   high 
training  v/hose  lack  of  persistence  makes  them  shrink  at   every  trouble,   even 
the  trouble   of  dcvisiiig  something  that  they  had  not  learned." 
10-  The  special  subject,      pp  72-74 

a-  Need   of   a  general   viev;. 

b-  Intensive  study  in  a  special   field. 

c-  Tendency  of  books   and  addresses ,   on  nature  study. 

d-  Special  fields  used  to  illustrate  the  principles    of  the 
general  field, 

e-  Acquaintance  'vith  some  particular  subject. 
B-  Gonstock     pp  2-4 

1-  Uature   study  a  tonic   for  teachers-nerves, 

2-  The   only  tvo   occupations   for  a  teacher  on  Saturday  forenoon  or 
afternoon,   p  3.  . 

3-  Ho-'  may  a  teacher   find   corpanionship  -.dth  her  pupils   and   health 
aiid   strength  for   herself?      p  3. 

4-  The   spirit   that   enables  the  teacher  to  say,   "I  do   not   knov;." 
pp   3,4. —  "The   chief   charm   of   nature  study  v;ould  be  tal^en  away  if   it   did   not 
lead   us  through  the  borderland   of   knoi?ledge   into  the  realr  of  the  undiscovered." 

Ct  Bailey  pp   59-66, 


Nature  Study.  Page  3. 

1-  The  teacher    vho   hesiMatue  to  tesch  nature  study  because  of 
lack   of  technical   knor/lerigo   of   tho  subject,      p   59, 

a-  "The  child  w=)nts  things   in  the  lirgo  and  in  relation; 
i.7hcr.  it   gets  to  tho  high  school   or   college   it   nay   carry  analysis   and  dissect- 
ion to  the  limit," 

2-  Toaning  of   "The  degree   of  statenent  is  more  important  than 
final   accuracy-   if  there   is   such   a  thing  as    final  accuracy"-  pp  SO  ,61. 

3-  The  ■■•;cll  drilled  young  'inan  and  the  perfect   school  laboratory, 
pp  62,63. 

4-  The  man  -ith   '=>n  incomplete   course,       pp  63,64. 

5-  Distinction  bet"'ecn  nat-ural   science  and   a  science   of   natural 
things .      p   65. 

6- ^on  teach  nature  study  arid  v;hy7      pp  65,66, 
IV-  Principles    of  Nature   Study. 
A,   Bailey  pp  37-50 

1-  Ko^7  nature  study  may  be  taught,   pp   37-40 

a-  The  teacher  and  the  object; 
b-  Help   f rem  books   and   leaflets  ; 
c-  Environir.ent  v/ill  sugg-jst  the  work; 
d-  Need   of   great   personal  enthusiasm. 

2-  Factors   rictorrrdning  the  proper  subjects    for  nature  study 
instruction  p  40. 

a-  "First,  the   subject  must   be   that   in  ■vhich  the  teacher   is 
most   interested   and   of  v/hich  he   has   the  most   knov/lcdge." 

b-   "Second  ,   it  must   represent   that  v;hich  is    commonest   and 
i-Vhich   can  be  inost    easily  seen  and   appreciated  by  the  pupil,   and  ^7hioh  is 


Nature  otudy.  Page  5. 

nearest  and  dearost  to  his   life." 

3-  Tha  throe  stops  in  tho  teaching  of  nntui-G  study,   p'42. 

a-  The   f  ^  ct ; 

b-  The  reason  for  the  fact; 

c-  The  interrogation  left   in  the  mind  of  the  pupil. - 
illustrations   pp  42-'i5. 

4-  The  book  as   a  natui-e-study  subject,   pp  45,46, 

5-  The  teacher   rhJ  wajr  of  teaching  more   important  than  the  subject 
matter,     p  46, 

6-  Th6-!3nind   of   the   child  p,nd  the   voices   of   n'^turo.      pp  46,47, 

7-  Ona    cf  tho   first  things   a  child   should   learn,      pp  47,48, 

8-  A   conunon  niistako   in  teaching   nature   study,      pp  48,49, 

S-  Ho'7  nature   '^tudy  io   not   an  additional  burden  to  xho  taachcr.p49, 
10-   Change   in  procedure  as    children  grov;   older,      pp  49-50. 
B.    Coulter   ond   Patterson  pp  46-59. 

1-  Selection  of  material       pp  •1-7-48. 

a-  "Tho   fundamental  principle  is  to  select  the  natural  objects 
of  rriost    common  experience--  those  that   thrust   themselves   upon  tho   observation 
of   everyone.      For   example,   in  a  'vooded  region  no   natural   object   is   more 
common  than  a  tree,   and   in  every  region  trees   arc   at   least   associated  -vith 
parks,    or   streets,   or  d^-'allings .      It    happens  that   tree  studit-S    call   for 
somewhat   special  tref^tmont  ,   especially  ■■;±±h  lovi/er  grades  ,   but   they  5.ro   not 
to  be   avoided   on  that   accoimt." 

b-  Noighborriood   aif  f erence-;   in  mr^terial   and   noifiihborhood 


,1 


1 


Nature  Study. 


Psgo  10, 


differences   in  tte  crpuvicnccs    cf  pupils,     p  47. 

c-  Nocd   of  the   ads.ytsblo  tjaohcr.      p  ,4-3, 
2-  Activity  rather  th^n  Structure,        pp  4-8-50 

a-  Activity  the  most   iraportant   fact   in  reference  to  anj' 
orjianism.  p  43. 

b-  "It  is   fxiridamental  that   all  studies  with  plants   and 
animals   should   rest  upon  the  idc?  that   organisms  are  at  -j^ork;  that   life 
conpel-S  ''crj:," 

c-  Structure  not  to  be  omitted  but  thiat  "ail  structure  roust 
bo  interpreted  as  to  function. -.as  far  as  possible."  Illustrations,  structure 
of   leavGH  ,   otc.  ,   p  49. 

d-  'Taming  as  to  dangers   in  i/holesale  claiitis   of  adaptations. 


P     49. 


p     49. 


e-  The   fresh  ainplc   experiment    versus    "beans   in  every  roor."." 


f-  Value   of  'gernination  studies,      p  50, 

3-  Definiteness    of   Purpcoe   and   Instruction  pp   50,51. 

a-  "No  uiatorial  should   be   assigned  t'nst   has   net   been  traverse 
previously  by  the  teacher,   so  that   she   kno-'S   thrt  there   a.re  some  very 
definite   facts   in  plaia  sight." 

4-  Value   of   eicetching  in   connection  'vith   Cbscrvaticnal  '.Vcrk.   p   i-J  , 

a-  "The  ped^gogic-'l  value  of  ekctchi.ig  in  nature  study,  ho-;- 
cver  ,  lies  in  the  effort  to  roproduco  rathur  than  in  the  accurate  roprodurt- 
ion." 


l\ 


* 


Nature   Study,  Page  11. 

b-  " Sketching  should  msp.suro  the  thought   behind  it   no  more 

than  doc3   hnnd-vriting ;  both  oup;ht  to  bo  as   good  "^s  possible,  but  both  are 
subordinatoii! 

5-  Independent   Observation,     pp  52-53, 

1.-  Classes    of  pupils   during  a  general  exercise;    "Those  who  do 
not   listen,  those  v;ho  do  not    observe,  those  ^;ho  do   not   nnsv/er ,  and  a   fev/ 
eager   ones  i;;ho  do  all  the  listening,   observing  and   ansv/cring," 

b-  Individual  work  means   individual  responsibility. 

c-  Value   of  small  groups   in  observations   and  experiments.  p53. 

d-  Croup  system  in  primary  grades. 

6-  Unprejudiced   Cbsorvation.   pp   53-55. 

a-   "Children  in  school  arc   remarlkfibly  docile,   aiad   if  told 
to  see   a  thing,   the  riT^jority   of  thorn  -vill   confess  to   seeing  it," 

b-  Character   of  the  more   subtle   form,   of   prejudiced   observation 
p     54. 

c-  Correcting  the  personal  equatioriS,  p  54. 

d-  Honest    contradiction  based   on  honest    observation,     p   55. 

7-  Comparison  of   Results,      pp   55-59. 

a-  Importance   of  the  larger  outlook  and  the  intellectual 
result,      p   55. 

b-  The  most   interesting  'vay   of    comp?5ring  results,   p   56. 

c-   "The   next   step   cones   so   naturally  that   it   is   likely  to   be 
prpposed  by  the  pupils   themselves."   p  55. 

di-  Kxporionco   import -;.nt  to   recognize  the   fact    "that  "the 


1,\ 


NatuiQ3  Study,  Poge  12, 

characters  in  common  aro  tho  inportant  ones  ,  and  that  the  characters  \7hi( 
differ  are  not  so  important,  being  only  individual  differences."  p  57, 

e-  ThQ  dcvclopnent  of  caution,  pp  57  ,58, 

f-  Teaching  "tho  need  and  nature  of  adequate  proof  before  a 
statoincnt  can  be  insisted  upon  very  strenuously;"  illustration  p  53. 

g-  Hard  ta?k  in  teaching  has  been  "to  check  the  tendency  of 
.many  students  to  use  one  fact  for  a  starting  point  for  a  flight  of  fancy  that 
is  surprising."  p  53. 

h-  liov;  are  facts  like  stepping  stones?  p  59. 
C-  Comstock  pp  5-14, 

1-  '.Vhon  to  give  the  Mature  Study  Lesson —  T'.7o  Theories  p  6. 

2-  Tho  Length  of  the  Lesson  p  7, 

3-  Newness  of  lesson  versus  repetition,  p  7, 

a-  Justification  of  the  boy  who  said;  "Darn  germination.  I 
had  it  in  the  primary  and  Idst   year  and  nov;  I  an  having  it  agr^in.  I  knov;  all 
about  germination," 

4-  Nature  Study  versus  Object  Lessons,  pp  7,3. 

a-  "That  details  aro  important? 

b-  "In  nature  study,  the  observation  of  form  is  for  the 
purpose  of  better  understanding  life."  p  8, 

5-»  Naturo  study  in  the  'jchoolroom.  p  8. 

5-  Nature  Study  and  Mu^^eum  Specimens  pp. 3, 9. 

a-  'Jhcn   use  cor/^mon  sense? 

b-' Value  of  making  a  collection  of  insects,  p  8, 

c-  "To  kill  n  creature  in  order  to  prepare  it  for  a  nature 


\ 


Naturb  Study.  Page  13, 

study  lesson  is   not   only  v;ror.g  but   absurd,   for   nature-study  h.^s  to  do  v/ith 
life  rather  th-^n  death,  and  the  form  of   any  creature  is   interesting   only 
ivhon  its   adaptations   for  life  arc  studied." 

7-  Helps   in     Mature   Study,     p  9, 

a-  Eyes    first;   snail  lens;    "Microscope  has  no  legitimate  part 
in  nature  study";    field   or  open  glasses    of  groat  help  in  bird  study  but   "by 
no  means   necessary  in  nature  study," 

8-  Pictures  and  Books,   Charts,  Blackboard  Dra^vings.   p  10. 

a-  'i/hen  to  use  pictures   and  illustrated  books? 

b-  "Taking  everything  into   consideration,  ho\7cvcr ,   nature 
studj'  charts  and  blackboard  dra^vings  arc   of   little   use  to  the  nature  study 
teacher." 

9-  Hov/  to   Use  Scientific   llames .   p     IC. 

19-  The  Use  of  the   Story  as  a  Supplement  to  the  Nature-Study 
Lesson     pp  10,11. 

11-  Rules   for  Making  the  Field  Mote   Book  a  success.        pp  13,14. 

a-  E3pecif?lly   observe   last   rule   on  top  page   14. 
12y  How  to  avoid  the  Dangers    of  the   Field  Excursion,   p     15. 
V-  Dangers    of   Mature   Study. 

A-   Coulter   and   Patterson,      pp   29-45. 
1-  The  Teachor.     pp  29-31 

a-  "The   principal  thing  is   not    formal  training   in  teaching 
nature   study,  although  t'nis   is  very  desirable;    pr  a  university  course  in  al". 
the  sciences   involved;   but  the  principal  thing  is  the  spirit   in  which  aatur,; . 
study  is  taught''- 


Mature   Study.  Page  14, 

b-  GivGR  the  right   spirit  ho'iy  v/ill  training  ■'^nd  knowledge 
develop?     p     30. 

c-  "The  iDoat   obvious   thing  in  a  successful  teacher  cf  nature 
study  is   an  enthusiasm  for  the  work,   and   enthusiasm  is   one   of  the  most   con- 
tagious  things   in  the  norlri."     p   31. 

2-  V/hat   Constitutes   Dead  \;ork?     pp  31-33. 

a-   "As   a  salve   to   conscience  the    exercise  "/as   called    'busy 
■vcrk' ,   instead   of   nature   study,   ^nd  that   is   a  capital  name   for  all   dead   'vork 
in  nst uro  study;  v;ork  T'hich  keeps  tho. pupils   busy  even  if  they  are  neither 
interested   nor  profited."     p   32. 

b-  T.Tirit    ?ro  the  most    important   things   to   observe   about 
familiar   objects?        pp   32,33. 

3-  Confusion  betif.'eon   "terminology"   and   Kncvlcdge,      pp   33,34. 

a-   "To   learn  the  technical  najne    of   an  object   seems   to   satisfy 
the   intcllcctutil  desire   of   most   people   in  reference  to   it.      As   a  v/ell-known 
botanist   said   in  reference  to  the   naming   of  plB.nts  ,    once   so  much  in  vogue 
as   botany;    'It   is   like   chasing  i  ivoodchuck  into   his   hole;    one   has    only  the 
hole  to  shoi7  for  his   effort.'  p  33. 

b-  Observation  of    leaves,      pp   33,34 

c-  Hov/  use   a  technical  name,   p   34. 

d-  "The  method  is  more  important  than  the  matter.  This  is  the 
attitude  of  mind  that  nature  study  should  cultivate, _  rather  than  the  idea  that 
a  nfsme   is  the   end-all",   p     34. 

4-  Meaning  of   Factitious    Interest,      pp   34-36. 

a-  Personification  and  romance   in  books    on  nature   study,   p   35. 


r 


f 


Nature  Study 


Page  15. 


b-  Correlation  of  nature  study  and  literature  is  not  nature  study, 
p.  35. 

c-  Instruction  in  nature  study  iiiust  not  be  as  exact  and  colorless 
as  a  mathematical  forr.ula  -  p.  36. 

d-  "To  make  nature  live  is  one  thing;  to  make  the  imagination  lively 
\nd  even  v;ild  is  another." 

e-  Contrast  of  two  teachers  each  telling  the  story  of  the  winter 
bud  and  its  awakening  in  the  spring,  p.  36. 

5-  Danger  of  Un^varranted  Inferences  pp  36-38. 
a-  Desire  to  explain  everything,  pp  36-37. 

b-  Meaning  of  perfect  adaptation  to  environment  pp  37 ,  38, 

c- v;hich  statement  is  correct  as  to  flowers  and  insects?  p  38.  • 

6-  Danger  of  Sentinentality .  pp  38-40. 

a-  Sentiment  versus  sentimentality,  p  38, 

b-  "It  has  been  attempted  to  show  that  nature  study  can  produce 
5larity  of  vision,  exactness  of  statement,  definiteness  of  conclusion  in  short 
bhe  most  practical  qualities  for  successful  living.   If  it  can  do  all  this  it 
ffould  seem  a  perversion  to  use  it  to  increase  the  materials  for  mawkish  senti- 
lentality. "  p  39. 

c-  Responsibility  of  association  of  nature  study  with  poetic  litera- 
ture,  p  39. 

7-  Dangers  of  Book  Dependence.   pp  40,  41. 
a-  Ordinary  school  methods  influence,  p  40 
b-  Habit  of  leaning  on  authority.   p  40 

c-  The  boy  who  could  see  only  one  coat  on  a  seed,  p  41, 


Nature   Study. 


Page  16. 


3-  Use  of  Outlines,  pp  41-44, 

a-  Pln.n  of  •lork   is  necessary  but  must  bo  flexible,  p  42, 
b-  "Series  of  suggested  possibilities  rather  than  of  rigid 
prescriptions."   p  42, 

c-  ";''o  outline  is  altogether  good  except  one  that  is  made 
"dth  special  reference  to  the  particular  teacher  and  to  the  neighborhood  of 
the  p-irticular  school," 

d-  Danger  of  following  a  home  constructed  outline  too 
rigidly,  p  43, 

e-  The  v/orst  phase  of  the  outline  danger,  p  44. 
9-  Hopeful  Outlook,   pp  44-45. 

a-  "A  thoroughly  good  course  in  nature  study,  one  that 
includes  all  the  advantages  and  avoids  all  the  dangers  ,  is  a  thing  of  slov; 
construction;  and  perhaps  it  is  inipo':'3ible  of  construction"  as  yet.   It  is 
not  a  question  only  of  what  material  is  available,  it  is  a.  question  also  of 
i7hat  rriatcrial  has  valuable  significance  '^■nd  of  "That  appeals  to  children." 
VI-  Summary  of  Educative  P.esults  of  Nature  Study, 
A-  Coulter  and  Pisttorson.  pp  25-38. 

1-  A  Sustained  Interest  in  Natural  objects  and  the  phenonena  cf 
nature,  p  26. 

3-  Independence  in  observation  and  inference,   p  26. 

3-  Seme  conception  of  ".'hat  an  exact  statement  is.  p  27 . 

4-  Some  conception  of  '/hat  constitutes  proof,  p  27. 
B-  Bailey,  pp  50-57, 


Nature  S-tudy.  Page  17, 

1-  Its  legitimate  result  is?  %■   50 

2-  Gives  relaxation  from  formal  school  v;ork,  p  51. 

S-  Develops  personality  and  encourages  thinking,  p  52. 

4-  Tends  to'.vard  simplicity  of  living. 

5-  Puts  nei,7  force  and  enthusiasm  into  the  school  and  the  child,  p52 
5-  Nature  study  spirit  stands  for  a  normal  outlook  on  life,  p  53. 

7-  Sets  our  thinking  in  the  direction  of  our  daily  doing,  p  54. 

8-  Brings  the  child  into  natural  relations  with  the  world,  p  54. 

9-  Nature  study  teaching  to  utilise  as  a  means  of  education  the 
tools  a  boy  or  girl  naturally  uses,  p  55. 

10-  Qhservationn  on  self  has  a  rernarkable  significance  to  health, 
p  55. 

a-  "The  application  of  the  nature  study  spirit  of  direct  and 
simple  observation  cf  ourselves,  with  less  of  the  physician's  physiology, 
'vould  benefit  the  pupil  and  also  our  civilization  immeasurably."  p  56, 

11-  The  public  and  social  value  of  nature  study,  p  57. 
VII-  Natui-e  Study  and  Agriculture. 

A-  Comatock  pp  21  ,22. 

1-  Agriculture  cannot  be  r/orked  out  by  rules  because  nature  varies, 
p  21. 

2-  Nature  study  and  agriculture  based  upon  the  study  of  life  and 
physical  conditions  which  encourage  or  limit  life,   p  21. 

3-  Nature  furnishes  materials  and  laboratories  on  every  farm,  p  21 

4-  Child  in  nature  study  nakes  progress  by  understanding  la'-.7S  of 
life,   p  21. 


Nature   Study.  Page  13. 

5-Child  in  nature  study  learns 
a-  How  a  plant  grows  ; 
b-  Adaptation  of   roots  ; 
c-  ■'Tork  of  the  leaves  ; 
d-  How  flowers   are  pollinated; 
e-  Ho'v  seeds   are  scattered  and  planted,      p  21. 
6-  Nature  study  related  to  science  and   has  practical  lessons   for 
the   future   farmer?,     p  21. 

?-  "V/hy  net   nature  study  along  lines    of   agriculture  solely?"  p  21. 
5-  ^7hy  not   provide  recreation  for  a  "ocy  in  hoeing  corn  rather 
than  in  playing  ball?     p  21.  ■ 

9-  Rearon  for  selecting  'vild   flov/ers   for  beginning  nature  study 
of  pla.-'ts  .     p  22. 

10-  Interests   of    farmers  along  v;hat    lines,     p  22. 

11-  ''.'hy  necesnary   f2r  the   farmer  to   have   a  wide   knowledge   of  plants 
and  animals,      p  22. 

12-  Elements   that   i^naJce  the   ideal   farmer,      p  22. 

13-  Hov;  may  a  farmer  have  a  true  appreciation  of  his   farm?  p  22. 

14-  "Nature  Study  is  t';e  alphabet    of   Agriculture  and  no  vford  in  that 
great   vocation  may  be  spelled  without   it."  p  22.. 

B-  Bailey  pp   93-110. 

1-  Difference  between  education  for   culture  and   education  for 
sympathy  for  one's   environment,     p  94. 

2-  Agriculture  as   a  li,velihood   or  the  expression  of  the   essential 
relationship  of  man  to  his   plsnet  home,      p  95. 


Nature   Study,  Page  19 

3-  The  primary  educational  course  for  the  development   of  the 
race,     p  95. 

4-  Vjhnt   constitutes   effective  living  in  the  open  country?     p  96. 

5-  Specific  agricultural  phases   of   environment  need  a  foundation 
and  a  base,     p     97, 

6-  Nature  study  agriculture  to  be  approached  from  an  occupational 
point   of  vie\7  or   froi?  the  educational  and  spiritual,     p     9S. 

1-  "All  agricultural  subjects   irust  be  taught  by  the  nature-study 
method,  v/hici  is;  to  see  accurately;  to  reason  correctly,   from  what   is   seen; 
to  establish  a  bond   of   sympathy  -vith  the   object   or  phenomenon  that   is 
studied."     p     ICO. 

8-  Need  of  a  laboratory   of   living  things,     p  101, 

9-  Three  steps   necessary  to  introduce  agriculture  into  any  ele- 
mentary rural  school,     p  102. 

10-  Means   for  creating  sentiment   for  agricultural  "/ork  in  schools. 
p-104. 

11-  "Appeal  to  greater  efficiency  of  the  farm  elone  cannot  perman- 
ently relieve  the  agricultural  status,      pp  105-106. 

12-  ComDon  Schools  to  be  based   on  the  fundamental  idea  of   serving 
the  people  in  the  very  lives  the  people  are  to  lead,     p  107, 

13-  Ko";  the  beginnings    of  the  ne?/  order  are  seen,     p   107. 

14-  Meed   of   coordinate  efforts   outside  the  schools,     p  109. 
C-   Coulter  and   Patterson,      pp   1-4. 

1-  "It  makes   no  difference  whether  v/e   call  it   elementary  agricul- 
ture  or  agricultural  nature  study;    it   is  the  same  thing  and  should  be  so 


Mature   Study.  Page  ~j 

understood.     It   is  the  study  of  plants  and  animals,   of  soils   and  v/eather , 
of  natural  forces  and  phenomena,  of  the  interrelations  and  interdependence 
of  natural   otjects.    of  the  relation  of  all  these  to  man,  and   of  nan's   poiver 
in  controlling  them  and  making  them  v/ork  for  his  good."     p  1. 

2-  H?!ture  study  and  elementary  agriculture  not  antagonistic,  ppl  ,2 

3-  How  nature  study  and  elementary  agriculture  ma.y  not  be   justi- 
fied in  a  system  of  schools  v;hich  aims  to  turn  out  a  high/type   of  rnan  as  v/ell 
as   a  higher  type   of   farmer,     p  2, 

4-  Ho-v  the  elements   of  agriculture  in  the  seventh  and  eighth 
grades  may  fail   of  greatest  success,     p  2, 

5-  Children  rnther  than  the  subject  must  be  given  the  first   con- 
sideration,    p  3, 

6-  Problems  must   appeal  to   children  not   necessarily  to  adult 
farmers,     p  3, 

7-  Studj'  of  real  objects;    not  a  study  about   objects.     Also  doing 
things,     p  3, 

S-  Value  of   nature  study  v/ork-  the  prevocational  in  the   first  six 
grades    is  two-fold:-  p  3, 

a-  "The  pupils  gain  a  fund  of   useful  knov/ledge  as   a  founda- 
tion upon  which  to  build  the    'practical  v;ork'   ". 

b-  "They  come  to  it  with  live  interest  and  broadening  minds." 
9-  "\le  do  not  v/ant   our  country  boys  to  become  merely  efficient 
farmers  v/ho  have   le^irned  to  do  cert^.in  Ihingg  that  they  may  make  more  dollars. 
i7e  want  them  to  be  men  who  realize  the  larger  applications   of  the  lav.'s   and 


Nature   Study.  Page  21. 

principles  they  are  following,  men  v;ho  see  and  discriminate,  who  grasp  sit- 
uations ,  who  think  for  themselves ,   and  who  have  an  abiding  interest  and  en- 
thusiasm for  their  profession,   looking  upon  their  f ields, , orchards  ,  and  mea- 
dows  somewh3.t  as    laboratories   in  which  to  \7ork  out   experiments  to  the  end  that 
they  may  do  their  work  more  profitably  and  enjoyably.     V/e  would  have  them 
men  v/ho  take  a  keen  pleasure  not    only  in  making  their  soil  more  productive', 
aiid  in  raising  better  crops   and  stock,  but  quite  as   much  in  making  the  home 
and  its   surroundings   and  the  life  within  it  more  comfortable,  more   interestir^- 
and  more  beautiful.      In  so  far  as   nature  study  does   not   contribute  directly 
to  these  ends   it   is   not    justified,  but  if  it  does    contribute  to  them,  who 
shall  say    'it  is   net  sufficiently  related  to  lifeZ'   p  4. 

Finding  Tims  for  Teaching  Nature  Study. 

Doubtless  there  are  many  teachers  ivho  will  concede  that  a  study  of  the 
child  fe   environment  is   highly  educative.      But  their  excuse  for  not  making  a 
start   is  that  the  daily  program  is   already  overcrowded  and  there  is   not   nov; 
really  enough  time  for  the   conventional  subjects.      It   is   surprising,   however, 
how  much  difference  there   is   between  teachers    of  adjoining  school  districts 
or  even  in  the  same  school  building  wth  reference  to  finding  time   for  many 
things.     There  is  time  enough  in  this  world  to  do  the  things  that    ought  to  be 
done.     The  question  is  ,   "IVhflt   are  the  most   importf^nt  things  to  be  dose?" 

Two  v;ays   are  nov;  being  used  to  find  tine  for  nature  study  and  Agriculture, 
viz  ;   Elimination  ?i-nd  Combination  of   Classes   or  group  instruction. 
I-  Elimin«tion. 

Makers   of   Courses   of   Study  are  dropping   overboard  useless   material  and 
substituting  useful  material  to  secure  the  desired  ends   in  the  training   of 


Nature   Study.  Page  22. 

the   child. 

A-  Course  of   Study  and  Syllabus   for  Elementary  Schools    of  Nev;  York, 
1910. 

1-  C-eograpliy :-  "A  considerable  amount   of  the  subject-matter  that 
frequently  appears   in  geography  courses   has  been  dropped   from  this    course 
because  it  was   not  considered  vital   or  fundamental,"     p  42. 

2-  Physiology:-  "Technical  terms  and  topics   not   essential  to  the 
cultivation  of  he-'.lth  and  strength  should  be   omitted."     p  114. 

3-  Graiamar:-  "The  follcv/ing  nay  be  viell  omitted   from  the  elemen- 
tary course  in  gramif.ar; 

a-  Subdivisions    of  adverbial   clauses; 

b-  I'lore  difficult   uses   of  the  nominative  and   objective   cases; 

c-  Viore  difficult   uses   of   infinitives  asid  participles; 

d-  Analysis   of   complicated  sentences; 

e-  Parsing   of  v;ords   in  unused   co^istructions .".   p  166. 

4-  Arithmetic:-  "If  aritlimetic  is  to  be  given  in  both  the  seventh 
and  eighth  years    it  vdn  be  possible  to  insure  greater  efficiency  along  in- 
dustrial and   commercial  lines  through  reviewing,  drillir^g  on,  emphasising 
find   enlarging  upon  those  processes   and  applioations  v;hich  are  considered 
essential."     p   158. 

B-  Elementary  Course   of    Study  for  the   Common  Schools   of  T/isconsin,1913 
1-  Geography:-  "Only  the  elements   of   so-called  mathematical  geo- 
graphy should  be  taught.     This   should  be  done  largely  by  means    of    oral  lessor,G 
presented  by  the  teacher."     p     208. 


Nat-v'ire  StuJy.  .  Page  2^. 

2-  Granimar :-  "No  attempt  should  be  made  to  cover  "iW  the  minute 
details    of  the  subject  usually  given  in  text  books    on  English  grar-imer.      In- 
volved and  equivocal  questions  should  be  omitted  entirely  from  the  study." 
p  84.                 . 

3-  Arithmetic:-  "Much  of  the  old  time  arithmetic  is   obsolete  and 
should  be  omitted;  as  Alligation,  Averaging  Accounts,  Partnership,  Duo- 
decinals  ,  etc.  I'lo.ny  poi'tions  are  too  technical   or  too  difficult   for  the 
student  belo^7  the  high  school,      Gmit   in  percentage,  bank  discount,  stocks, 
and  bonds,  partial  payments,  taxes;   in  denominate  numbers,  all   obsolete 
tables   and  Troy  ^7 eight ,  apothecary  vreights  ,   loiig  ton,  surveyor's  measure, 
circular  measure   and  all  or  nearly  all  problems  with  more  than  tv/o  denomina- 
tions ,  for  they  probably  v/ould  never   occur  in  business;    omit  greatest   common 
divi?or;   in  fractions   omit   problems  with  denordnators  with  3   orders,  and 
many  of  the  more   complicated  complex  fractions,"     p  176, 

C-  State  Course  of    Study  for  the  Elementary  Schools   of  Washington ,1915. 
1-  GraCTr.8r:-  "No  attempt  should  be  made  to  analyze  difficult  sen- 
tences.    Very  little  attention  should  be  given  to  a  study  of  aonjugation  of 
the  Verb."     p  44. 

D-  Course   of   Study  for  the  p-ablic   Schools   cf   Idaho,  1913. 

1-  History;-  "The  subject   of  -vara  and  battles   should  not  be  en- 
larged upoh  beyond  v/hat   ic   necessary  for  an  understanding  of  the  movement   of 
1-u.story."     p  100. 

2-  Arithir.etic :-  "Cmt   from  teaching  Brithinetic  the   following: 

Gcrmpound  proportion;  true  discount;  most  problems   in  compound  interest;  prob- 
lems  in  partial  payments,  except  those   of   a  very  simple  kind;  the  same  for 


Nature  Ctudy.  Page  ~4. 

commission  Hiid  brokerage;  for  example,  ail  problens  involving  fractions  of 
shares;  profit  and  loss  as  a  special  topic;  equation  of  payments-  made  un- 
necessary by  improved  banking  facilities;  partnership-made  unnecessary  in  the 
old  sense,  by' stock  companies;  cube  root."  p  80. 
II-  Grou::  Instruction. 

A-  Montana  State  Course  of  Study,  1914. 

1-  Grade  work  not  essential:-  "To  divide  a  one-room  school  into 
eight  grades  for  agriculture  would  be  inexpedient.  The  v/hole  school  m?\Y 
v;ork  upon  material  of  the  same  kind  at  once,  or  at  most  tv/o  grades  may  be 
made.  The  unlimited  variety  of  seeds  and  plants  and  animal  forms  makes  it 
possible  to  vary  the  ivcrk  sufficiently  from  season  to  season.  Grades  may 
be  more  generally  recognized  in  correlating  agriculture  ^vith  other  subjects," 
p  171. 

3-  Elementary  Course  of  Study  for  the  Common  Schools  of  Wisconsin  ,1913, 
1-  "The  principal  idea  of  the  course  is  to  grade  the  v/ork  of  each 
pupil  to  a  proportionate  advance  in  each,  of  the  branches  composing  a  Form.; 
the  subordinate  idea  is  to  grade  the  school  into  three  sections ,  each  rep- 
resenting but  one  form.  In  other'wrds  a  "Form"  is  a  body  of  related  work, 
and  is  not  a  group  of  pupils.  It  is  not  the  purpose  of  this  gradation  to 
regulate  one  pupil's  progress  by  that  of  another,  but  to  require  each  pupil 
to  make  equal  progress  in  all  the  branches.  The  course  shows  ha-/  much 
geography  or  language  a  boy  should  know  when  he  has  acquired  a  certain  knov'l 
ge  of  arithmetic. In  a  one-room  country  school  it  is  out  of  the  ques- 
tion tc  have  eight  groups  of  pupils."  p  14, 


Nature  Study.  Page  25, 

2-  "Agriculture  is  a  subject  that  should  be  studied  throughout 
the  entire  school  year.  In  order  to  economize  classes  ,  teachers  should 
alternate  the  class  in  agriculture  v;ith.  classes  in  physiology  and  civics." 
p  234.  . 

C-  Course  of  Study  for  the  Corimon  Schools  of  Illinois,  Fifth 
General  Revision,  1912. 

1-  Alternation:-  "Alternation  is  the  systenatic  and  regular 
union  of  two  grades  of  pupils  on  consecutive  years  of  v/ork ,  both  grades 
doing  the  v/ork  of  one  year  in  one  class  ^vhile  the  other  year's  vrork  is 
entirely  omitted.  The  next  year,  the  ^vork  omitted  is  taken  up  and  the 
first  ye^^r's  work  dropped.   By  this  plnn,  each  pupil  does  all  the  work  in 
the  course,  but  not  in  the  same  order,  while  the  nurr.ber  of  classes  is 
greatly  diminished."  p  8, 

2-  Organization  of  Classes. 

a-  "In  September  of  even  numbered  years:,  1912,1914,  1916, 
etc.,  organize  First  yef?r  in  everything;  Second  year  in  reading,  spelling 
and  number;  Third  yenr  in  everything;  Fourth  year  in  arithmetic;  Fifth 
year  in  everything;  Seventh  year  in  everything;  Eighth  year  in  grammar." 

b-  "In  September  of  odd  numbered  years  ,  1913  ,  1915  ,  1917  , 
etc.,  organize  First  year  readihg ,  spelling  and  number;  Second  year  in 
everything;  Third  year  arithmetic;  Fourth  year  in  everything;  Sixth  year 
in  everything;  Seventh  year  grammar;  Eighth  ye?ir  in  everything."  p  9. 

Nature  Study  as  a  Regular  Study  on  the  Daily  Program. 
I-  The  I.laking  of  the  Daily  Program. 


Nature  Study.  Page  C: 

1-  The  factors  entering  j.nto  the  construction  of  a  daily  pro- 
gran  coine  in  the  "'riter's  course  in  Rural  School  Admini -st ration  and  con- 
sequenfly  ".'ill  not  be  considered  here.  A  country  school  teacher  has  to  do 
three  things,  vi'::-  Organize  the  school,  Llana£e  it  and  Teach,   She  should 
receive  help  fror.i  sone  '.7here  as  to  ho^v  to  classify  and  make  a  program  to 
avoid  multiplicity  of  classes  and  economize  time. 

2-  California  has  not  a  State  Course  of  Study,  though  it  has 
state  uniformity  of  text -books,  a  fact  that,  sesiningly,  woula  make  it  very 
easy  and  desirable  to  h^ive  one   standard  for  the  entire  state  rather  than 
58  standards,  one  for  each  county  .   An  examination  by  the  v/riter  of  the 
manuals  ,  outlines  ,  etc,  ,  of  44  counties  of  the  53  sho-'/s  only  four  counties 
print  a  suggestive  daily  prograi?  for  the  rural  teacher. 

II-  Da.ily  Prcgrar.  of  Ventura  County,  California. 

A-  Course  of  Study  adopted  by  the  Board  of  Education,  Ventura  County, 
California,,  June  1915, 

1-  Alternation:-  "The  plan  of  alternation  increases  the  number 
of  punilF  in  the  class  ind   makes  the  work  aore  intercsxing  to  them.  Each 
pupil  '-rill  do  better  v.'ork,  because  each  is  anxious  that  his  work  shall 
compare  favorably  vrith  that  of  the  other  members  of  his  class.  Some  object 
to  the  plan  of  alternation  because  it  puts  children  of  different  ages  and 
different  degrees  of  development  in  the  same  class.  In  many  cases  ,  this 
is  r.  benefit,  rather  than  an  injury.  Tne   younger  pupils  get  a  v/ider  view 
of  the  subject  by  being  in  a  clasi-  v/ith  older  ones.  Altho  their  v/ork  may 
not  be  characterized  by  the  same  maturity  as  that  of  the  older  ones  ,  they 
get  the  essential  things  in  the  lessons  and  gain  inspiration  by  the  better 


Nature  Study, 


.Page  27. 


'vork  of  their  leaders.  The  assistance  that  the  older  pupils  give  the 
younger  ones  in  the  recitation  helps  to  make  the  subject  clearer  to  them. 
The  plan  of  alternation  has  been  thoroughly  tested.  It  has  been  used  in 
thc^ooand!?  of  schools  in  all  parts  of  Illinois,  -ind  there  is  no  doubt  that 
the  plan  is  entirely  practical,"  pp  5,6. 

2-  Daily  Program  Ventura  County:-  "Follov;ing  is  a  suggestive 
program  for  a  one-teacher  school  for  the  year  1913-14.  Using  the  plan  of 
alternation,  it  eliminates  the  third ,  fifth  and  seventh  grades  in  all  studies 
but  arithmetic  and  thereby  secures  recitations  of  fifteen  minutes  in  length. 
In  most  ca^es  a  study  period  is  provided  for  before  the  recitation,  and 
another  after  the  recitation.  The  purpose  of  the  latter  is  to  enable  the 
pupil  to  fix  in  the  mind  the  explanations  that  ha\'e  been  m8.de  in  the  class. 
It  is  believed  that  this  is  a  valuable  feature,"  pp  7,8, 

Daily  -Program  of  Recitation,  Rural  School  Ventura  County,  1913-14, 


Forenoon. 

9 

:00- 

m: 

__ 

Opening  Exercises 

9 

:10- 

I 

- 

Printary  V/ork. 

9 

•25- 

2 

- 

Nuiv.bers . 

9 

■AO-Z 

A 

,5- 

Arithir.etic. 

9 

:5b- 

4 

Arithmetic, 

10 

:10- 

/' 

,3- 

Arithretic. 

10 

:25- 

6- 

Arithmetic. 

10 

:40- 

Recess. 

11 

:00- 

o- 

Geography. 

11 

:15-1 

,2 

,4- 

Spelling, 

11 

:30- 

5 

,8- 

Spelling, 

11 

:45-l 

1 

,4- 

Writing. 

12 

;GC- 

Noon. 

Afternoon. 

1:00- 

5,3- 

Literature 

* 

1:15- 

1   - 

Prir?ary  V/ork. 

1:30- 

2   - 

Reading. 

1:45- 

8- 

Gram,    or  Composition, 

2:00- 

4- 

Reading, 

2:15- 

6- 

P.eading   or 

History, 

2:30- 

4- 

Geography, 

2:40- 

Recess, 

3:00- 

O- 

Geography. 

8- 

History, 

3:30- 

5- 

C-raminar  or 

Composition 

3:45- 

6,8 

-■J7riting, 

4:00- 

DisiTiissal, 

Nature  otud'''. 


Page  28, 


III-  Daily  Recit»i,tion  Program,  One  teacher  Country  School,  Illinois, 

1-  T-filly  Program  to  be  used.  2-  Daily  Program  to  be  used  in 
in  September  of  even  numbered  years,  September  of  odd  numbered 
1912,  1914,  1916,  etc.,  years,  1913,  1915,  1917,  etc< 

Begrin  Tj.me   Ye-ir  Recitation  Begin  Time  Year  Recitation. 


9:00 

10 

All 

Opening  Exercises. 

9:00 

10 

All 

Opening  Exercicc 

9:10 

10 

1 

Prir.iary  TJork 

9:10 

10 

1 

Primary  V/ork 

9:20 

10 

? 

NxAmber 

9:20 

10 

2 

Number. 

9:30 

10 

3 

Arithmetic 

9:30 

10 

3 

Arithmetic 

9:40 

15 

7 

Arithmetic 

3:40 

15 

8 

Arithmetic 

9:55 

10 

4 

Ariti-jnetic 

9:55 

10 

4 

Arithmetic 

10:05 

10 

5 

Arithmetic 

10, -05 

10 

6 

Arithmetic 

10:15 

15 

7 

Reading 

10:15 

15 

3 

Reading. 

10:30 

15 

All 

Recess 

10:30 

15 

All 

Recess 

10:45 

10 

1 

Primary  'Vork 

10:45 

10 

1 

Primary  '.7ork 

10:55 

10 

2 

Spelling 

10:55 

10 

2 

Spelling. 

11:05 

15 

5 

Reading 

11:05 

15 

6 

Readinp 

11:20 

20 

7-8 

Granmar 

11:20 

20 

7-8 

Grammar 

11 :40 

10 

3 

Spelling 

11:40 

10 

4 

Spelling 

11:50 

10 

7 

Spelling 

11;50 

10 

6-8 

Spelling 

12;00 

60 

All 

■M'con 

12:00 

60 

All 

Noon 

1:00 

10 

All 

Opening  Exercises 

1:00 

10 

All 

Opening  Exercise 

1:10 

10 

1 

Primary  'Jork 

1:10 

10 

1 

Primary  V/ork 

1:20 

10 

2 

Reading 

1:20 

10 

2 

Reading 

1:30 

10 

3 

Reading 

1:30 

10 

4 

Readir.g 

1:40 

15 

5 

Geography 

1:40 

15 

6 

History 

1:55 

15 

All 

Writing  &.   Drawing 

1:55 

15 

All 

Writing  L   Dra.';;. 

2:10 

10 

7 

Geography 

2:10 

10 

3 

Geography 

2:20 

10 

5 

Spelling 

2:20 

10 

4 

Geography 

2;30 

15 

All 

Recess 

2:30 

15 

All 

Recess 

2:45 

15 

1-2 

Lang.  &   Nat. 

Study 

2:45 

15 

1-2 

Lang  &  Nat.Studj 

3:00 

15 

7 

Hist  (&  Civicc 

3:00  ■ 

15 

8 

Hist .  &   Civics 

3:15 

15 

3 

Lang  &     Nat. 

Study 

3:15 

10 

6 

Lnng  ic  N at. Stud- 

3:30 

15 

5 

Lang .  &   Nat . 

Study 

3:25 

10 

4 

Lang  &  Nat.Stuc 

3:45 

15 

7 

Physiology  4 

mos . 

3:35 

15 

8 

Physiology  4  m. 

R 

nd  Agriculture  4  mos. 

3:50 

10 

6 

Geography/Ag." 

4:00 

Dismissal 

4:00 

Dismissal 

Note  1-  For  years  one  to  six,  the  nature-study  v;ork  includes  phyait^logy 
hence  it  is  not  necessary  to  arrange  a  special  class  in  physiology  in  any 
of  these  years,  and  no  separate  place  is  provided  on  the  suggested  prograjas, 


Nature  Study  Page  23, 

Note  2-     Since  sone  of  ths  materials   for  the  language  work  in  each  of  the 
grades   one  to  si;c  may  well  be  drawn  from  the  nature  study  v/ork,  it   ic 
suggested  that  the  recitations  in  these  subjects  be  alternated.     On  Monday, 
V/ednesday  and  Friday  of   eo.ch  week  teach -She  v;ork  outlined  in  this   cource 
under  language;    and   on  Tuesday  and  Thursday  of    each  week,  at  the  same  time 
tnat   language  is  taught  on  other  days  ,  teach  the  \7ork  outlined  under  Nature 
Study, 

Note   3-     Physiology  v/crk  in  seventh  and  eighth  grades   continues  but   four    ■ 
months.     This  gives   an  opportunity  for  four  months   of   elenentary  agriculture 
in  those  tv/o  years.     If  desired  physiology  can  run  three  times  per  week  for 
3  months   and  agriculture  two  times  per  v/eek  for  8  months    or  agriculture 
can  run  three  tii.ies  per  week  for  8  months   and  physiology  two  times   per 
■/eel:  for  3  nonths,     Thit;   -Trrangoacnt  seens  more  desirable  than  to  have 
agriculture  three  timea  per  week  during  general  exercises   in  the  afternoon 
alternating  with  Ilorals   and  Manners  twice  per  v;eek.     If   any  teacher  desires 
this   latter  arrangement,  then  the  four  months    of  the  year  when  physiology 
is   finished  may  be  given  to   History,   Civics,   or  Grarnr.iar--  that  is  the  10   or 
15  rrdnutes   daily  extra  time   can  be  given  to  those  subjects.     In  the  above 
program  time  is    found  two  periods   a  v;eek  for  entire  school  year  for  Nature 
Study  and  elementary  agriculture.     This   is   a  beginning.      These  subjects 
should  have  a  definite  place   on  the  program  as   do  reading,  arithmetic,   etc. 
The  Illin::;.c   Course   of   Study  has  been  in  use  since  September  1389,      It  has 
had   Five   General   Revisions    since  tiist  time, 
IV-     Making  Time   or  j'.iarking  Time   on  the  Daily  Program. 

1-     V/'asxinn  Time:-  Just   hov;  far  the  efficiency  engineer  may  eliminate 


Nature  Study.  Pftge  30. 

v/aste  in  the  country  school  is  n  matter  for  discussion.      Just  how  far  the 
methods   of  the  manufacturing  efficiency  expert  may  apply  to  the  school  room 
is  a  matter  for  more  discussion.        One  may  figure  out  to  a  mathematical 
nicety  the  exact   "ur.its^  of   efficiency"   in  a  v;orkman  'vho   occupies  so  many 
cubic   feet    of   space;   hf^ndles   so  many  square  feet   of   rav;  material;   drills  so 
many  holes;  turr-s    :.ut  so  much  finished  product,  v/orth  so  many  dollars   f.o.b; 
and  \7ho  punches  a  bell  coming  and  going,     'vilhether  the  educational  expert 
from  the  psychological  laboratory  can  determine  the  value  of   school  v;ork 
from  units    of  space   occupied;   character  of  the   living  raw  material;   quality 
of  contact   of  life  v/ith  life;   and  weigh  out  the  finished  product  in  terms    of 
am.bition,  inspiration,   life  purpose,  service,  etc.,  is  a  matter  of   conjecture 
for  no   one  has  tried  it, 

2-  VJastinp  Time  in  En^-lish;-  During  the  'vriter's   fifteen  years   of 
rural  tichool  administration  it  seemed  to  him  that  much  time  was  wasted 
during  the  eight   years   of   school  ronm  v;ork  in  English,     This  will  provoke 
a  snile  on  the  part   of  the  university  professor  who  is   quite  sure  that   no 
hif?;h  school  teacher  knov/s  hov;  to  teach  English   judging  by  the  attainments    of 
high  school  graduates.     It  vdll  provoke  riotous  mirth  on  the  part   of  the 
hig>i  school  teacher  vrho  receives  the  graduates    from  the  grades.     The  grade 
teacher  is   quite  sure  the  home  is  to  blame  for  the  poor  language  and  tells 
the  mother  so.     The  mother  is   quite  sure  the   chrldreh  reveal  an  inherited 
characteristic  from  the  father  some  branch  of  v;hose  family  was   quite'  illitera-; 
The  father's  energies  are  wholly  taken  up  to  provide  for  the  family  and  he 
rather  expects  the  school  to  do  something  to  remedy  the  defects   of  heredity 
and  environment.      One  is  tempted  to  sympathize  with  the  father's  attitude 


llBture  St-udy,  Page  31. 

ard  0  0  they  survey  ends. 

3-  Text-book  Assignments   in  Language:-  For  grades   one  and  tv;o  in  a 
rural  school  no  text  book  will  be  required  of   course.     The  instruction  is 
oral.     The  teacher  msy  have  a  manual   on  primary  language  work  and   State 
Courses   of   Study  outline  the  material,   3orrie  more  in  detail  than  others,  for 
these  two  grades.     It  v/Hi  be  found  that   conversational  lessons    on  nature 
study  material  afford  good  language  drill.     For  grades  three,  four,   five, 
six,  seven,  eight   a  t'vo  book  coiu-se  in  "Lessons   in  English"   or  "Elemontary 
Language  and  C-ranmar"   are  adopted  for  use  in  the  schools.     The  v/riter  has 
examined  ma,ny  "tv;o  book"  texts   in  elementary  English  and  each  book  averages 
-^bout   300  pages,  making  a  total  of   600  pages   of  printed  text  to  be  mastered 
by  the  pupil  in  the  six  y«ars   above  the  two  primary  grades,  thus  averaging 
100  pages    of  text   in  a  single  school  year, 

4-  Division  of  Time  between  Language  and  Nature  Study ;As  v;as   stated 
above  there  are   on  an  average   100  pages    of  text   for   each  year  of  a  country 
school  above  the  second  grade.     There  are  8  months  school   of  20  days  to  the 
month  making  a  total  of  160  recitations   in  language  for  100  pages   of  text 
book  per  year.      It  would  seen  that  there  is   plenty  of  time  to  get  good 
results.     It  may  be  that  much  of  the  material  given  in  the  average  text  book 
doe?   not  appeal  to  both  tejicher  and  pupil.     Mature  study  may  furnish  very 
interesting  subjects   for  oral  and  \n-itten  expression.     Then  by  giving  three 
periods  v/eekly  to  Ir.nguage   and  two  per5.odB  v/eekly  to  nature  study  there  will 
still  be  tim.e  enough  to  cover  the  text.     For  three-fifths    of   160  recitations 
gives   96  recitations  in  language  during  a  year  for  lOO  pages   of  text  and  two- 
fifths    of   160  recitations  gives   64  recitations   in  riature  study  during  the 


Nature  Study,  Piage  32, 

same  year  for  the  same  grace.     This   division  of  time   only  for  the  third, 
fourth,  fifth  and  sixth  grades.     The  seventh  and  eighth  grades   can  give  full 
time  to  their  graiiraar  and  composition.     Time  for  elementary  agriculture  for 
these  tv;o  grades   has  been  indicated  above, 

0-  Summary : -  By  any  test    of   efficiency  or  fancied  necessity  it   is   hard 
to   justify  the  formation,  in  a   one-teacher  school  of  eight  different   classes, 
one   for  each  grade,  with  eight  daily  recitations   in  English.     Four  language 
recitations   daily  should  be  the  maximum.     The  first  tv/o  grades   can  be   com- 
bined into  one  recitation  period;  the  third  and  'fourth  into  a  second  period; 
the   fif-:h  and  sixth  into  a  third  period;   and  the  seventh  and   eighth  into  a 
fourth  period.      Indeed  the  time  will   come  in  the  better   organization  and 
administration  of   a  rural  school  -vhen  only  three  separate  groups   are  necessary 
to  give  the  proper  instruction  in  some  of  the  subjects.      In  the  above 
arrangement  the   four  groups   can  be  reduced  to  three.     The  primary  will  be 
composed   of  grades   one  and  tv;o;  the  internedi3.te  of  grades  three,  four  and 
five;  and  the  advanced  pupils    of  grades  six,  seven  and  eight.     There  are 
teachers  v;ho  are  getting  excellent  results   in  agricultural  nature  study  by  such 
grouping.     In  the  country  school  there  m-ay  be  more  freedom  than  in  a 
standardized   city  system.      It   is  the  writer's    firm  conviction  that  vie  are 
marking  time  and  wasting;  time  in  elementary  language  v/ork  for  the  results 
v;e  are  getting.      Nature  study  and  agriculture  furnishes  the  material  to 
vitalise  the  language  v;ork  in  the  rural  school.     In  book  one  of  a  t-c/o-book 
course  in  "Ner;  En<7.1ish  Lessons"  there  is   a  picture  for   composition  work.      It 
represents-a  nicely  furnished  room  with  a  nicely  dressed  little  girl  seated 
on  a  rug.     Over  her  is   an  umbrella  on  'ivhich  a  nicely  dressed  little  boy  ic 


Nature  Study . 


Page  33, 


pouring  vmtev ,  presumably  frovj  a  cut   glass  water  bottle.      Imagine  a  real 
live  cour.try  bey  getti.ij^  on  inspiration  for  better  language  v/ork  by  writing 
on  "A  Shoner  in  the  Drawing  Room."     V-Tiy  not   furnish  hir.  the  motive  to  write 
about  "A  Shower  in  the  Open  Country"  which  is   a  real  rain-fall  and  benefits 
crops   and  necplej 
y-  Daily  Prograrr   of  Recitatio'ns    for  Country  School  in  Wisconsin. 


Beein 

Tine 
10 

?ub-iGct 

Class 

9:00 

Opening  Exercises 

All 

9:10 

15 

Reading 

A. 

9:25 

15 

Reading 

9:40 

10 

Reading  &  Lang. 

F. 

9:50 

15 

Reading 

E. 

10:05 

15 

Reading 

C. 

10:20 

15 

Re's.ding 

E. 

10:35 

15 

Recess 

10:50 

15 

Arithr^etic 

A. 

11:05 

10 

Arithir^etic 

D. 

11:15 

10 

Reading  &  Lang 

F. 

11:25 

15 

Arithmetic 

B. 

11 :4G 

10 

Arithr.etic 

c. 

11:50 

10 

Spelling 

B. 

12;00 

Noon 

1:00 

5 

General  Exercises 

1:05 

15 

Language 

A. 

1:20 

15 

Langu?.ge 

D. 

1:35 

10 

Lang,   niid  Reading 

F. 

1:45 

15 

l,n.ngvi3.ge 

C. 

2:00 

15 

L^.ngu-^.ge 

B. 

2:15 

15 

\7riting 

All 

2:30 

15 

Recess- 

2:45 

15 

CeoFT.  ^  year   Hist, 

■li  year, 


A. 


3:00 


10         Reading 


Principal   Source 
of  r.iaterial. 

Classics 
Second  Re8.der 
Beginners 
First  Reader 
Triird  Reader 
Fourth  Reader 

Advanced  text   book 
No  text -Oral  v;ork 
Beginners 
Elementary  text 

book 
Ele.  text 

(optional) 
Text  book 


Advanced  text 
Oral  Work 

Beginners 

Oral  work 

Elementary  text 
(optional) 


Advanced  text 
First  Reader 


Character  of  v/ork 
Sections  of Manual 

624. 

66 

36,  44,  73,  74. 

13,  72. 

13,  36,  72,  73. 

44,  51,  58. 

53,  62. 
p  XII 
upper  form 

193,  194,  195. 

13,  133 


990    ??1 


195;  219. 
76,  77. 


122-126. 

103-112,  307-315. 
376-333. 

1047315,  376,  381- 
333,  443. 
113-118,  307-31G, 
376-333,  443-447. 

115-121,  376-333, 
443-443,  567-573. 
165-176. 


296,  297,  293 
33O7  518-537-555 
13  &  36,  72,  73. 


Kature  Stvuiy, 


Page  34. 


Bo^:in     Tlrre     Subject 
10       Reading 


ClaoS      Princiwil  Gcuixe 


Char actoi'   oi   v/ork 


3:10 
3:20 


3:35 


o:sC 
4:00 


15 


Hygiene  ^-  year 
Civics  -^  year 
Agr,   1  period  per 
week  all  year. 
Hiet,  -^  year 
Geog.  -|-  year 


10       Spelling 
DisiTiissal. 


of  material. 
Second  Reader 

Sections    cf  Manual 

D. 

36,  44,   73,'  74. 

A. 

Text  Book 
Library  books 

449,  574.   575,   576 
579,  395-434. 

B. 

Elementary  Text 

4ai-501,   502-512 
305,  306. 

A. 

Text  book 

78. 

See  Elementary  Course   of   Study  for  GoraBon  Schools    of  WiscoriSin,  1913,  page342, 

VI.    Daily  Program   of   Recitations    for   One  Room  Schools    of   Idaho. 


Forenoon.      , 

Afternoon. 

Begin 

Time 

Begin 

Time 

9:00 

10 

fiusic    (4) 

I.iorals    (1) 

1:00 

10 

Music    (1)    Current 

9:10 

25 

7 

and  8 

Arithi-ictic 

events    (2)   Experiments 

9:35 

10 

1 

heading 

in  Science    (?)• 

9:45 

10 

2 

Reading 

1:10 

15 

7   and  8  Grammar 

9:55 

15 

3 

and  4 

Read   L   Lit . 

1:25 

10 

1           Reading 

10:10 

20 

5 

and  6 

Arithr.cjic 

1:35 

10 

2           Reading 

10:30 

10 

Recesc  . 

1:45 

15 

5  and  6  Geography 

10:40 

25 

7 

and  8 

Literature  ,   C.    E. 

2:00 

15 

3  and  4  Geography 

11:05 

15 

1 

and  2 

Num. (3)    Lang, (2) 

2:15 

15 

7  and  3  Geography 

11:20 

20 

3 

and  4 

Arithmetic 

2:30 

10 

5  and  5  Language 

11:40 

20 

5 

and   6 

Reid,   Lit ,   C,   E. 

2:40 
2:50 
3:00 

3:10 

3:30 

3:45 

4:00 

10 
10 
10 

20 

15 
15 

Recess 
3  and  4  Language 
All  Y,'riting(3) 
Lravy    (2) 
5  and  6  Hist. (3)   Phys. 

(2) 
7  nnd  8  Hist    (3) 
Fhys    (2) 
•   All   Spelling. 
Dismissal. 

Nature   Study   6  days    each  month. 
Sec   Course   of    Study   for  Public   Schools    of   Idaho,   1913,  pa.ge  22. 


N^'.ture  Study, 


Page  35. 


VII-  Daily  Progrnni  cf  Recit-i.tions  for  One  Rooin  Schools  of  'Vashinston. 


Forenoon 

9:  CO 

All  I.IuGic 

9:15 

1  &  2  Reading 

9:30 

7  5;r.8  Reading 

9:50 

3  cc  4  Reading 

10:10 

All  V/riting 

10:25 

Recess 

10:3  J 

1  &  2  Numbers 

10:50 

5  &  6  Reading 

11:10 

7  &  8  Arithmetic 

11:25 

3  5;  4  Arithmetic 

11:45 

5  &  6  Arithmetic 

12:00 

Neon 

Afternoon 

1:00 

All   Opening 

1:05 

7  &  8  History 

1:20 

1  &  2  Reading 

1:35 

3  &  4  Reading 

1:50 

5  &  5  English 

2:05 

7  &  8  English 

2:20 

3  &  4  English 

2:35 

Recess 

2:45 

.1  &  2  Language  &  Spelling 

2:55 

5  &  6  Science 

3:10 

7  5:  8  Science 

3:25 

3  a  4  Science 

3:40 

5  5:  5  History 

3:50 

All  Spelling 

4:00 

Dismissal 

See  State  Course  cf  Study  Elementary  Schools  of  the  State  of  V/ashington,1915 
pag3  5. 


Materials  for  a  Course  of  Instruction  in  Nature  Study. 
I-  The  Im.mediate  Environment  of  the  Child, 

A-  Extracts  from  an  Address  by  Dr.  \7,  C,  Bag ley ,  Dean  of  the  School  of 
Education,  University  of 'Illinois.  "In  brief  the  'nature  study  idea"  in 
teaching  is  simply  a  plan  to  utilize  the  objects  and  forces  of  the  immediate 
environment  as  centers  about  which  to  gather  and  crystalize  the  knowledge 
that  the  human  race  ha.3  accumulated.  As  its  advocates  so  strenuously  insist  , 
nature  study  is  a  study  cf  things  rather  than  of  words , —  a  study  of  the 
real  objects  that  surround  us ,  rather  than  of  what  men  have  aaid  about  these 
things.  Sometime^  this  point  of  view  has  been  a  little  disconsei'ting  to 
the  teacher,  --vho  has  perhaps  come  to  think  of  knowledge  as  essentially 
something  concerned  v/ith  books.   Rut  this  attitude  is  due  to  misapprehension. 


v 


Mature  Study.  Page  35. 

A  type  of   education  that  divorced  its-slf   entirely  from  the  printed  page 
would   of   course,  be  not   only  short-sighted  but   f^tal.     What  man  has   found 
out  about  the  materials  v/ith  v/hich  he  is  brought  in  contact  ,-  v;hat  they  are 
composed  of,  v/here  they  come  from,  hov;  they  gro'v  or  hov;  they  are  produced, 
how  he  recognizes  them  'vhon  he  sees  theni,  and  most  important   of  all,  how  he 
can  use  them  for  his   own  purposes, —  these  are  the  topics  v;ith  \7hich  books 
deal  and  to   cast  books  aside  would  be  to   cut   ourselves   loose  from  that  great 
store   o:   human  experience  which  forms  the  basis    of   our  interpretation  of  the 

•;;orld. "But  if  the  nature  study  idea  does   not  propose  to  divorce 

education  from  books  ,  in  v/hat  '/ay  does   it  differ  from  the  type  of   education 
v;ith  which  we  are  all  familiar.     It  seems  to.  m.e  th'it  the  chief  difference 
is   in  the  approach  to  teaching.      Our  methods   of  instruction  have  been  prone 
to  plunge  the   child  at   once  into  the  deep  sea  of  words  v;ithout   first  taking 
the  precatiuion  to  teach  him  to  9v;im.     And  the  nature  study  idea  proposes 
first  to  teach  him  to  swim  by  suitable  exercises   in  shallov/  water.     "7e  shall 
begin  with  what  the   child  knows  best  and  is  most   interested  in, and  these 
are  the  things  that   immediately  sui'round  him.      Through  these  v/e  may  stimulate 
in  him  a  desire  to  know  and  appreciate  and  understand  these  tKings   in  the 
light    of  what  the  r^ace  has  discovered   about  them.     Aud  this   is  the  way  all 
know'iedge  has  grown.      It  has  started  with  hiraan  interests   and  human  needs, 
and  it   has  been  in  satisfying  these  interests   and  meetirig  these  needs  that 
kno^'/ledge  has  developed.     And  so  the  thing  has    cone  first  and  the  word 
later, — the  interest   and  the  need,   and  then  the  book,—  and  this   is  the 
sequence  that  the   nature  study  idea  v/ould  introduce  into  the  work  of  teaching. 
The  great  difficulty  -^ibout   employing  this   natural  method   of   approach 
in  teaching  lies    in  the  fact  that  we  -.'ho  teach  have  obtained   cut  knowledge 


feture   Stuiy,  Page  37, 

ohisfly  in  another  "/ay.      It   has  been  more  or  less   divorced  from  the  realities 
of  life,     r/e  have  been  led  to  think  of  the  printed  vfot.d  as   one  thing  and  the 
'vorld   of  men  .-md  objects   as   quite  another  thing.       "'"We  have  missed  that 
intimate   connection  which  I  have  attempted  to  trace,  and  the  fact  that 
kno";ledge  must  always   justify  itself   in  helping  us  to  understand  and  use 
the  things   of   everyday  life  has  seldom  been  forced  upon  us.     As  a  consequence 
we  find  it   extremely  difficult  to  make  this    connection  in  cur  teaching, 

"It  was  this  difficulty  -yhich  led  to  the  development  of  the  Course 
in  Agricultural  ilature  Study.     This    course   outlines   a     plan  of  uding 
systematically  the  materials   cf  the   child's   own  environinent   for  the  purpose 
of  bringing  hir.i  into  possession  of  his  heritage   cf   kno'7ledge.      It   suggests 
the  natsrials  that   can  be  effectively  used  in  each  grade  during  every 
month  of  the  year.     And  inasmuch  as  the  course  is  intended  primarily  for  the 
rural  schools,  it   emphasizes,  slightly  at   first,  and  then  with  a  gradually 
increasing  insistence,  the  vocational  factor." 

"The  nature-study  idea  as   applied  to  agriculture  means'-    in  the 
first  place,  then,  that  the  materials    of   instruction  be   confined  at  the 
outset  to  the  materials   found  in  the  immediate  environment   of  the  child. 
3ut  it   also  means   something  more.     It  means  that  the  study  throughout   is  to 
emphasize  the  child's    ov/n  activities   in  observing  and  studying  these  materialo 
in  collecting  data  for  himself,  and  in  drawing  for  himself   certain  inferencba 
?nd  conclusions.     A  great  nany  of  the  facts  that  are  important  in  life  can 
be  learned  by  anyone  "vho  keeps   his   eyes    open.     Ivhny  of  them  it  is  true 
remained  undiscovered  for  a  long  time,  but  this  was   largely  because  men's 
prejudices   prevented  them  from  seeing  ■'"hat  was   right   before  their  eyes. 


i 


Nature  Study.  Page  38, 

It  is   not  difficult  to  demonsxrate  the  curvature  of  the  earth,  for  example, 
but    for  centuries   men  refused  to  think  of  the  earth  as  round,  because  their 
minds  v/ere  held  in  bondage  by  certain  superstitions  v;hich  blinded  them  to 
the  truth.     For  a  period  covering   one  thousand  years,  men  persistently  re- 
fused to  study  the  natural   objects   about  them.      If  a  question  was  raised 
with  regard  to  trees  ,  the  learned  men  went  to  the  books   and  found  out  what 
Aristotle  had  to  say  about  them,     Aristotle  was   a  great  man, —  undoubtedly 
the  greatest  nan  from  the  standpoint   of   intellect  that  the  human  race  has 
yet  produced.     But   no  man  even  though  he  be  an  Aristotle,   has   a  right  to  do 
the  constructive  thinking  for  the  entire  v/orld   over  a  period  of  ten  centuries, 

"I  quite  agree  'vith  those  v/ho  voice  the  criticism  that   our  schools 
are  encouragiag  superficial  rather  than  penetrating   knowledge,  but   I  cannot 
see  that  this   is   an  inevitable  outcome   of  the  present  plan.     If  theteacher 
is   careful  to  keep  returning  to  a  topic  until  it   has   been  thoroughly  mastered, 
and  careful  also  to  spend  generously  df  the  time  alloted   for  this  v/ork  in 
tr.orough  goi^g  reviews  that  v/ill  make   out    of  the  facts   gleaned  a  coherent 
and  nell-articulated  body   of   knor/ledge,  this  grave  danger  v;ill  in  a  measure, 
be   counteracted.      Let  me  suggest  that   it  vdii  not  be  essential  to  success 
v/ith  this   course  to  cover   every  topic  that   is    outlined.      Far  better  an  in- 
tensive study  of   a  few  topics  than  a  scattered   and  ill-digested  survey  of  the 
entire  field,      I  do  not  think  that  the  seasonal  arrangement  of  topics  means 
that  the  teacher  should  never  refer  to  them  after  the  season  in  question  has 
passed.  The  seasonal  arrangement  simplj'  means  that  we  should  take   advant^^ge 
of  the  dominant   activities   and   interests   in  introducing  new  material.     But 
once  we  have  made   our  initial  study,  we  should  not  be  afraid  to  review  and 


k 


Nature  Study.  Page  39, 

and  drill  until  our  fn.cts  are  v/ell  mastered.      I  feel  like  emphasizing  this 
3tf?tsment  very  strongly.      One  of  the  chief  weaknesses  of  the  nature-study 
^lovement  has  been  its  uriaoly  alli.-jnce  v/ith  a  certain  type  of   "soft  Pedagogy" 
which  asserts  that  the  child  should  never  do  anything  in  which  he  has  not 
an  irnriediate  interest.     The  vrt.luahle  features   of  the  nature-study  idea  can  be 
retained  without  surrendering  ourselvei3  to  this   fatal  fallacy.     If  we  have 
done  cur  best  to  give  our  teaching  a  vital  setting,  and  to  relate  it  to  the 
life  and  activities   of  the  child  ,  vye  nust  hold  the  child  responsible  for 
doing  his  share,  and  this  v/ill  involve  concentrated  effort  and  frequent 
repetitions   until  mastery  results.      If  v/hat  v;e  teach  is  worth  while,  it 
v/ill  necessarily  involve  effort  ar^   concentration  in  its   mastery;   and  the 
only  reasoi'j.  in  the  world  for  providing  an  attractive  approach  to   our 
proble;..3   is  to  stimulate  our  pupils  to  put  forth  their  very  best   efforts." 
II-     The  Mature   of  the  Gi-..ild, 

A-  Coulter  and  Patterson,  Practical  Mature  Study  and  Slementary 
Agriculture,     pp     75-81. 

1-  Ho\7  does  the   child's  v/orld  differ  fror  that   of  the  adult? 
p     75. 

2-  \73int  desirable  qualities  may  boys  and  girls   acquire  through 
the  right  teaching  of   aaturs  study?       p  76. 

3-  \7hat   characteristics  do   children  have  in  connr.on?  p  76 

4-  Characteristics    of   children  of  Prirarv  Grades,     pp  76-78. 

a-  Interested  in  what?. 

0-  Ideas   how  gained  and  fixed?; 

c»?  Duration  of   interests   in    activities   and   objects; 


Mature   Study.  Page   40. 

d-  The  tine  elonent   in  their  lives . 
e-  Present  stock  of   kncvlodge  hov;  gained? 
f-  V/hat  do  they  knorv? 
5-  Hov/  prevent  the  formation  of  the  gap  between  hone  ^nd  school? 


Wfigo   7/  . 


6-  Materials  for  Nature  Study  Course  in  Prinary  Grades,  p  77. 

a-  What  food  materials? 

b-  IVhat   ririir.io.l   -nd   pl;=^.nt   life? 

c-  oheltar  and  Clothing. 

d-  How  utilize  the  activities  of  the  children? 

7-  Characteristics  of  Children  of  Intcrtnodiate  Grades,  pp  78-79. 

a-  'do':i   arc  nev;  relations  established  between  them  and  their 


environment  ? 


jrrados  ? 


b-  '/hat  now  interests  belong  to  the  children  of  these 


c-  Character   of  the   croativo   instinct? 

d-  \7hat   nev;  dcciren    have  thoy? 

0-  "/hat   must  bo  the  general  character  of  the  tasks   assigned 
them  at  this  age? 

8-  Materials   fcr  Mature   Study  Course   in  Intcrraediate   Grades,  p  73, 

a-  Plant   life  -vncre   found? 

b-  Animal  life  '"'hat? 

c-  Matural  phenomena  and  tools. 

d-  Appropriate  material  affords  i-'hrt  tv;o  opportunities  to 
chiiaren  of  these  ;;radc3  ? 


Nature  Study.  Fape  41. 

e-Value  and  import.-^.nce   of  developing  responsibility. 
3-  Characteristics   of  Children  of  Grammar  Gr-^.des.     p  79. 
a-  Experiences  and  kncvlcdgo. 
b-  Lav/s   and  living  things . 
c-  Attitude  towards   natural  processes, 
d-     Searching  for  truth, 
e-  Recognition  of  social   order  and  need   of   cooperation. 

10-  Materials   in  Nature  Study  Course  for  Graminar  Grades,   p  79. 

a-  Enjoinnent   in  vihhi,    kind   of  nork? 

b-  Kinds    of   experiinents . 

c-  Fundamental   relntions. 

d-  Original  designs. 

e-  Group   Classifications 

11-  Opportunity  for  progressive  v.'ork.      p   80. 

12-  Adaptability  to  the   child  always    first   consideration  in  choice 
of   niatcrial  and  method   of   presentation.        p     30,. 

13-  Importance   of   natural   relations.        p  80. 

14-  Illustra,tion   of   organization  of   material,     p  30» 

15-  Fitting  the  iiature  work  to  the  needs    of  the  child;    "While 
the  hope   of   fitting  the   nature  '7ork  to   the  exact   needs    of  the   child   at 
every  step  in  his   devGlopmont  '-ill,  perhaps   never  be   fully  realized,  yet, 

if  T, '-e  '-/ork  is   pl.^nnc-d   and   carried   out   along   lines    of   his   gro'ving   intelligcnc 
"^nc^.  sympath'es,  it  ••■.dll  fulfill  its   mission.      It  v;iil   leave  the  child  better 
equipped  to  meet  the  exigencies    of  life,  better  disciplined,  physically, 


liHturo   Study.  P'^ge  -iZ. 

mentally,  a.>id  noraily  to  do  '■/ork  in  the  v/orld  ,   and  it  r/ill  le-^ve  an  abidi'.g 

interest   in  nature  v;hich  stimulates  self -resourcefulness  ,  and  nal:es  the 

v;orld   in  every  aspect   al"/ays  a  roost  interesting  and  enjoyable  place   of 
residence,"     pp  80,31 

Sons  Principles    of  Teaching  in  a  Bourse  of   Instruction  in  Nature   Study. 

There   is   great   need   of    caro   in  the  use   of  terns   that   children 
can  understand.      Contrast  the   language  used  in  the  f  ollo'ving  ,  both  describ- 
ing the  iTianufacture   of  starch  and  ch'^ngc  to  sugar  in  plant  gro-'th. 

1-  For  university  students   in  Atkinson's    College  Botany  pp   67   and   77; 
'T/e  reason  from  this  that  starch  is  the  product    of   cheuiic^.l  ch?nge  which  takes 
place   in  the  green  cells   under  these   conditions.      The   carbon-dioxide  which 
is   absorbed  by  plant  rixes  v/ith  the  '-.'ater   in  the   cell  and   ir.imediately   forms 
carbonic  acid.      The  chlorophyl  .   in  the  leof   absorbs   radiant   energy  f ron  the 
sur.  T/hich  splits    up  the   carbonic   acid  ,  and   its   elenents   then  are  put   together 
into   -^  more  complex  compound,  starch.     This   process    of   puttirig  togsther  the 
elements    of   an   organic   ccir^pound   is   a  synthesis,    or  a  synthetic  assxiviil'-tion , 
since   it   is   done   by  the   living   pl'^nt.      It   is   therefore   a   synthetic   assicila- 
tion   of   carbon-dioxide.      Since  the  sunlight   supplies  the   energy  it   is   also 
called  photosynthesis  ,    or  photosynthetic  assirdlation," 

"VJe  have  seen  th^t   in  m-^ny  plants   the  carbohydrate  forced  as  tlie 
result   of   carbon-dioxide   ■^ssinilaticn  is   stored   as   starch.      This   substance 
being  insoluble  in   •;ater  r.mst  be  changed  to  sugar,  'vhich  is   soluble,  be:  ore 
it   can  be  used  as    food  or  transported  to   other  parts   of  the  plant.     This    is 
accomplished  through  the   action  of   certain  enzynes  ,   principally  diastuse.      Thi 


Nature  Study.  Page  43. 

substance  has  the  po'ver  of  acting  upon  starchi  under  proper  conditions  of 
temperature  and  moisture,  causing  it  to  take  up  the  elements  of  v/ater,  and 
30  to  become  sugar." 

2-  "Uncle  John's"  story  of  the  starch  factory  in  a  Cornell  Ilature 
Study  Leaflet  for  the  boys  and  girls  of  Ncv  York  state;  "Plants  are  just 
liko  us;  they  hive  to  h?^ve  food  to  r.-ake  them  grov;;  'vhere  is  the  food  and 
ho".'  do  they  get  it:  Every  green  leaf  is  a  factory  to  make  food  for  the 
plant;  the  green  pulp  in  the  leaf  is  the  machinery;  the  leaves  get  the  raw 
"■aterials  from  the  sap  and  the  air,  and  the  machinery  unites  them  and  makes 
them  into  plant  food.  This  is  mostly  starch,  for  this  is  the  chief  food 
of  plants  ,  although  they  require  some  other  kinds  of  food  also.  The  ms.chinery 
is  run  l:y  sunshine  pcver  so  the  leaf -factory  can  make  nothing  without  the 
aid  of  light;  the  leaf -f 'ictories  begin  to  r/ork  as  soon  as  the  sun  rises,  and 
only  stop  v/orking  '-/hen  it  sets.  But  the  starch  has  to  be  changed  to  sugar 
before  the  baby  grov/ing  tips  of  the  plant  can  use  it  for  nourishment  axic 
gro'-/th;   and  so  the  leaves  after  making  the  starch,  are  obliged  to  digest  it  , 
changing  the  starch  to  sugar  for  the  growing  parts  of  the  plant  feed  upon 
sweet  sap.   Although  the  starch  factory  in  the  leaves  can  work  only  during 
the  daytime,  the  leaves  c?n  change  the  starch  to  sugar  during  the  night.  So 
far  as  v/e  knov/ ,  there  is  no  starch  in  the  v/hole  world  which  is  not  made  in 
the  leaf  factories." 
A-  Vhite  Elem.ents  of  Pedagogy. 

I-  "Principle  1:-  Teaching,  both  in  matter  and  method,  m.ust  be  adapted 
to  the  cap-ability  of  the  taught",  p  100, 

II-  "Principle  3:-  There  is  a  n-^tural  order  in  which  the  powers  of  the 
mind  should  be  exercised,  and  the  corresponding  kinds  of  knowledge  taught." 


Nature  Study.  Page  44. 

page  104. 

'"Thii   principle  has   been  specialized  in  the   form  of  maxims    of   element'.ry 
teaching,   including  the   iclio^ving: 

1-  Observation  before  reasoning. 

2-  The  concrete  before  tho  abstract;      sense  kno'7ledge  before  thought 
knowledge. 

3-  F^cto  before' definitions    or  principles. 

4-  Processes   before.;  rules. 

5-  Fror.  the  particular  to  the  general, 

6-  FroD  the   sirriple  to  the   complex. 

7-  From  the   knov/n  to   tho   related    -.nknovm 
There   are   liuitations   tc  above  maxiir'.s.-  p   105. 

''"  III-   ''Principle  4:-  Knowledge   cm;  be  taught    only  by   occaaioning  the 

.■appropriate   activity   of  the   learner's   r-ind."     p   111. 

IV-  "Principle  5:-  The  primary  concepts  and  ideas  in  every  branch  of 
kno'/ledge  must  be  taught  cbjectively  in  all  gr'^des  of  the  school."  p  113. 
B-     Mcllurry ,  The   ibthod   of   the  Recitation. 

I-  Laws    Underlying   Processes    in  TeTching:-      "If  the   leading  thoughts 
thus    far   presented  are  true,  there  arc   certain  steps    in  inc+ ruction  that   are 
universal.      Mo  matter  ';hat   the  study  be,  v;hether   Latin,   mather.iatics  ,   ocience, 
or  some   other,  there   is   o    certain  order  that  the  mind  must   follo'7  in  ac- 
quiring   kno^'/ledge.      Through  the   old   related   experiences    (first   ste^j  pre])ara- 
tio.i)*ne'7  individual  notions   are  reached    (second   step,  present'-'ticn)  ;   these 
are   compared   and  their  essentio.!   characteristics   abstracted    (third   step, 
comparisoti)  ,  ana   the  resulting  general  truth,  is  v;orded    (four  step,   gensralisa- 


Na-oure   Study,  Page  45, 

tion) ;  this  generalization  finnlly  receives   application   (fifth  step, 
application).    Since  these  steps  , arc  passed  through  in  this   order  r;ithout 
reference  to  the  nature   of  the  subject  matter  presented,  they  are  rightly 
called  the   T:"crn,'vl  Steps    of    Instruction,"       p     283< 

II-  A  Cle-ir   Outline   of   Pivotal  Questions;-      "Aside   from  r-sn  aim,  the 
te.^rher    ;ill  alro  be  greatly  aided  by  a  cl  c^r   out  line-  of   pivotal  questicos . 
If   ;he  realizes  v/hat   her  tvo   or  three  main  problems   are   for  a  thirty-minute 
period,   3ho  h''3   practically  three   or   four  sub-aims    in  mind,   and  they  v/ill 
keep  her  upon  the  right  road  in  the  subdivisions    of  the  recitation,    just  as 
the  large  ^i^  for  the   entire  period  guides   her   for  the  whole  recitation,     A 
clcr   otTtement    of  the   leading  questions    on  a  given  subject   is    essential  to 
the  fullest  preparation  for  teaching  it.     Very   often  good  instructors   prepare 
for  clrss  '7orl;  by  "rr^Tiglnr^  their  subject-matter  in  topics   and  dssigaating 
each  by  r?n  -  .],ropria-^e  heading,      Dv-t   a  great   amount   cf  indef  i/dteness  nay 
be  concealed  under  nere  headinp;s  .     The  division  of  a  subject   into  topics, 
with  a  suitable   nip-e  for  each,   can  be  made  by   one  ''.'ho  possesses   no   skill 
whatever  as   a  teacher;     but   the   proper  v/crding   of   the   correspondir.g  quostion?: 
th.-^t  ^-/ould   actually  be   put   in  class    cannot   be  given  by  such  a  person — that 
requires   an  intimate   l:no\7lodge   of   children's   interests,    of  their  vocabulary, 
etc.      Ihio   means   tiist  the  method   of  treating  a  subject   has   not   yet    been 
determined  -.'hen   one  h-^s   decided   only  upon  his   topics.      Training  teachers    in 
the  '"'odel  departments    of   norr.,?l  schools   receive   remnrlc.^bly   little  inf orratic;:. 
•?bov;t  the  actu'il  method  to   be   employed  by  student  te.'^chers  ,  -.'hen  tlir   lattvr 
present  to  'ohem   only  a   careful   outline   of   the  subject-matter  to  be  taught, 
_'he  difficulty  here  involved  has   been  alre-ady  suggested  in  the  discussion  of 


Jatvre  Study.  -  •P^ge  46. 


1  .1  M  I . 


the  ain  of  the  recitation.      In  that   connection  it  was  stated  that  the  aim 
night    often  take  the   form  of   a  question  or   ijroblen ,  and  it  xins  shown  by 
example  ho^v  difficult   it  v/as  to   fir4  a  suitable  wording   for  it.  But  as   in 
the   cast?   of  the  airn ,  so  here,  the  rightly  v/orded  question  plants  .■?  topic 
uithin  rsach  of  the  children,  -vithin  their  experience  and  interest.     Here  we 
see   ^gain  hor-  ■'Hjustment   of  the  nev;  to  the   old   is  secured. 

"An  exanple  may  nake  the  matter  clearer.      In  the  study  of  the  sugar 
maple  the  chief  headings  might  be  shape  of  tree  .  root  ,  stem,   leaves  ,   etc. 
Some   of  the  minor   ones  might  be  the   color  and   form  of  the  leaves,  the  density 
of  the  shade,  the  superiority  of  the  hard  maple   over  the  soft  maple,  etc. 
But  v;ith  such  headings   little  preparation  has   been  made   for  actual -.teaching , 
for  no  s-oggestion  is   given  t?ius   far  as  to  ho^";  these  matters  \7ill  be  broached 
in  the  presence   of   children,      Since  these  facts    cannot  best  be  told  to  them 
outright  ,  some  question  must  be   conceived  i^hich  will  be  broad  enough  to 
include  several   facts   and  sufficiently  suggestive  to  provoke  thought.     Let 
this   be  one:     Vfnat   reasons    an  you  give  '<':hy  the   hard  maple,   or  sugar  tree, 
is   so  v;ell  liked  by  us   all?     The  replies  ^lill  come  that  it  is   beautiful,  the 
color   of  the  leaves    is    so  green;   also,  that  the  shape  of  the  tree  is  pretty, 
it   is    so  regular,   or  symmetrical.      Further  than  that,   on  hot   summer  days    it 
gives   an  excellent  shade,  denser  than  that   of  many  trees,   for  instance,  the 
soft   maple.      This   is    partly  because  the   le3ves   grow   on  the  stems    in  the 
middle   of  the  tree,  as  well  as   outside  nhere  the  sun  can  easily  reach  then. 
Also,  the  tree   can  endure  more  th-^n  many  other  trees.     The  "vood  is   harder 
th-^n  that   of  the  soft  n^ple  ,  hence  the  n'ime  h-^rd  maple;   and  the  tree  branches 
diiferently  from  the  soft  m^ple ,  so  th-^t   heavy  -'inds  ,   sleet,   etc.,   are   less 


N.uture   Study.  Page  47. 

likely  to  break  and  tear  it  to  pieces. 

"If  this  part    of  the  recitation  proves   especially  interesting 
and  profitable,  it  is  to  a  ^reat  degree  because  the   leading  question  is 
broad  enough  to  include  several  answers   under  it,  and  is   so  stated   as  to 
elicit  rruch  thinking." 

"Further  questions   might  be  the  following:  V/here  does  the  tree  get 
its   food?     VHiat   part   of  the  roots  acts   as  mouths    for  receiving  the   food?   If 
the   little  hairs   are  so  important  what  suggestion  would  you  make  abotrt  trans- 
planting the  trees?     V/here,  then,  could  the  water  be  best  poured  for  water- 
ing trees?     r/hy  are  these  roots  and  root '-.ers   so  knotty  and  irregular?     V/here 
does  this  water  go  that   enters  the  roots?     Through  what   part   of  the  trunk  do':5 
it  pass?     V/Iiy  are  the   leaves   so  thin  and  broad?     How  can  the  leaves  prevent 
too  much  evaporation?    .V/hy  are  the  petioles   of   different   lengths?" 

"The  fact  that   it   requires   very  careful  thinking  to  word  such 
questions   as  these,  even  after  one  is  well  acquainted  with  his  subject-matter > 
is    proof  that  they  are  .an  important  advance  upon  the  arrangement   of   a  subject 
by  mere  headings.     But  the  teacher  who  approaches   her  class  with  that  pre- 
paration, i.e.  with  her  questions   clearly  marked  out,  is   partly  protected 
from  wanderir^.      K  proper  question 'requires  a  definite  ansv/er ,  v/hile  both 
the  amount    of   matlj'er  included   under  a   heading  and  its   nature  are   uncertain. 
Consequently  both  teacher  and  pupil  are  mo're  likely  in  the  former  than  in 
the  latter  cnse  to  knoiv  when  they  ar^-  jn  the  right  track  and  when  they  have 
finished."     pp  147-150 

Some  Reference   Literature   in  Selecting   Outlines    for  a  Course   of   Instruction 
in  Nature  Stvidy, 


Nature  Study.  •     P^S^      3. 

Chandler-  Hfibits   of  Calif  ornia' Plmits. 
Escig-  Injurious  and  Beneficial  Insects   of   Cr>litornia. 
Payne-  California  Wild  Flowers   and  ilative  Trees  and  Shrubs. 
Jopson-  Trees   of   California. 
\Tnoelock-  Birds   of   California. 
Parson-  Wild  Flowers   of   California. 
Jepson-  A  Flora  of  ]"iiddlc  V/cstorn  California. 
Uickson-  California  Garden  Flcr/ers  ,   Shrubs,  Trees  and  Vines, 
V7ickson-  California  Fruits   and  Hov;  to  Grcv;  Them, 
V/ickson-  California  Vegetables   in  Garden  and  Field, 
Monthly  Bulletin  of   California  State  Coiranissicn  of  Horticulture. 
Rogers-  Tree  Book-  Oaks    of  the  Pacific   Coast, 
Rogers-  Among  Groen  Trees, 

The  Nature  Library,   15  vols.-  Insects  Book,  Animals   Book,  Tree  Book,  etc. 
Coast ock-  Hand  Book  of  Kature  Study  for  Teachers, 
Hodge-  Nature  Study  and  Life, 
Comstock-  Insect  Life, 
Badenoch-  Romance  of  the  Insect  VJorld. 
Grinnell-  Our  Western  Birds. 

Patterson  and  Dexheimer-  Lesson  Plans   for  Teachers   in  Nature-Study 
Agriculture. 

Coulter  and  Patterson-  Practical  Mature   Study   -aid  Zlsmentary  Agriculture. 
Bailey-  The  Nature   Study  Idea. 
Holden-  F.eal  Things   in  Nature. 
Cornell  Nature  Study  Leaflets. 


Nature  Study,  Page  49, 

Courses   of   Study,  State,   City  and  County. 
Some  Suggestions    on  Ilaking  an  Outline   of   Courses    of  Instruction  in  Mature  5tv/l;- 

I-  The  Fundamental  Principle  in  Selection  of  Material, 

1-  See  bottom  page  9.  Revie\7  pages  47  and  48  of  book  referred  to   on 
that  page, 

2-  See  bottom  page  39.     Review  pages   75-81   cf  book  referred  to   on  that 
pago, 

II-  Construction  of   Outlines. 

1-  "An  outline   constructed  by  the  teacher  is  a  good  thing.     It  may  not 

be  a  good  outline,  but  it   is  the  organized  expression  of  the  teacher's  thought 
as  to  the  possibility  cf  the  subject   in  th-'it  particular  school.     It   is   an 
evidence   of  independence,  '-vhich  me.-ns  that  the   outline  v/ill  be  modified   for 
the  better  as   experience  increases.     An  outline   obtained   from  a  successful 
teacher  is   ilsd  a  good  thing.  It  v;ill  be  a  good  outline,   not  to  follow,  but 
to  study.      Ono  may  catch  from  it  the  principles   involved  ,  the  spirit  ,  the 
methods,  and  the  sort   cf  material  that   has  proved  successful.     It  will  probably 
enable  another  teacher  tc  make  his   own  outline  better,  but  there  is  always 
the  temptation  tc   'crih  bodily''   and  be   done  v;ith  the  trouble".   Coulter  and 
Patterson       pp  42  ,43. 

2-  Dangers   in  following  outlines.      See  page  16  .^nd  review  pages  42,43, 
44   of   book  referred  to. 

III-  Material  for  Elementary  Grades  to  Furnish  Mctivo  for  a  I.iaxiriUm  of   Out- 
door Activity  with  a  !;iinimum  of   Indoor  Laboratory  Processes, 

1-   "The  best   natur-,? -study  observation  is   that  which  is    done   out-of-doors; 


Nature  Study.  Page  50, 

but  some   of   it   can  be  mnde   from  ntaterinl  brought  into  the  school  rooin"- 
33iley  Nature   Study  Idea        ?ngeB  40,41. 

2-  "The  great   intention  cf   nrature-study  is   to  cultivn.te  a  sensible 
interest  in  the   out-of-doors  ,  ?nd  to  remove  all  conventioaal   obstacles  there- 
to.    Real  interest   in  the  out-of-doors  does   not   lie  in  the  physical  comfort 
of  being  in  the   open  in  "good"  '-/eather    (persons  ■'•/ho  have  this   outlook  do  not 
kno'^v  nature),  but   in  spiritual  insight  and  sympathy."  Bailey,  Nature   Study 
Idea.      Page  56. 

3-  "Plants   al'vays   should  bs  taught  by  the   "laboratory  method";   that 
is  ,  the  pupil  should  r;ork   out  the  subjects   directly  fror  the  specimens 
themselves  ;   but   I  should  '-/ant   it  underr;tood  that  the  best   "laboratory"  may 
be  the  field  ,  and  that  plants   are  to  be  studied  as   plants   rather  than  as 
dissected  pieces."     Bailey,  Mature  Study  Idea.    P.   70. 

4-  "In  the  high  school  the  teacher  should  be  v;ell  trained  in  some 

special  line  of   science,  and  if   he  has  had  a  course  in  a  college   of  Agriculture; 

..J 
he  should  be  much"0etter  adapted  to  the  v;ork.      Here  the  teaching  may  partake 

more   of  the  indoor  laboratory  method,  although  it   is   possible  that   our 

insistence   on  fcrr.al   laboratory  v/orl:  in  both  schools   and   colleges   has   been 

carried  too   far."      3ailey ,   i-Jature   Study  Idea.      P.    103. 

IV-  Selection  of  I'atcrial   Suited  to   California  Conditions. 

Tiie   instructor   of  this   course   has   asked   various  mei;i':ers    of  the  staff 

of   instruction  of  the   University   of    California  to  give   lists    of   material 

that   -vill   enter   into   a   course   of   instruction  in  Agricultural  nature   study  for 

the   rur^l  schools    of  the    St-?te.      These   lists   here   follcv. 


N-^ture  Study.  Page  51, 

Professor  J.  \'J.   Gilinore:-  Firn  Crops   Suitable   for  3tu<i\'-  in  Schools . 

Uhest. 

V/hite  Austrnli-^n-  A  befjr-ied  v.-hea^  of  good  milling  quality. 

Sonorm-  A  beardless  v/heat   of  good  milling  quality. 

Club-  A  be-^rdless   compact   he^d  'vheat  ,  non-shattering   and  drought 

resistant. 

Barley. 

B^y-  5-ro^7ed  type   for  feed. 

Hennchen-  S-ro'^ved  typo  for  malting. 

Hooded-  A  be-rdleos   hooded  type. 
Oats. 

r.lack-  Gro'-.'S   to  good   advant'-ige   ilong   coast. 

Red-  ) Suitable  for  vallevs. 

) 

Yellow) 
Corn. 

Vjliite  dent-   (r.exican  June). 

Yellov;  dent-   (Pride    of  the  'lorth) 

Yellov;  flint. 

Sugar. 

Pop , 
Rye. 

Any  variety. 
S  or.:- hum. 

Feterita-  An  erect  •■vhite  seed  variety. 

Milo-  A  yellov;  gooseneck  variety. 


Nat  we  Study,  Page  52, 

Shallu-  An  open  headed  variety. 

Pice.. 

Japanese  type-  Short  gr-iin. 

Honduras-  Long  t;rain. 
Potato. 

Early  rose-  Red  skin  and  eirly. 

Burbank-  White  skin  and  late. 
Beans . 

Lima-  Pole  v,?riety  for  coast  counties. 

Pink-  For  valley  conditions. 

Tepary-  For  very  'iry  conditions. 

Blackeye-  A  cowi^ea  for  valley  conditions. 
Sugar  Beets . 

Any  variety. 
Cotton. 

Durango-  Short  staple,  linted  seed. 

Egyptian-  Long  staple,  naked  seed. 
Crass . 

Rye-  Hay  nnA.   li'/n  grass  for  coast  counties. 

Timothy-  Hay  grass  for  northern  nnd  eastern  counties. 

Eluegrnss-  For  l-rrns  requires  Duch  water. 

FoxtTil-  Ilostly  a  '"/eed,  beards  very  stiff  --.rhen  ripe. 
Alf^lf-?. 

Any  variety. 
Vetch.  Uinter. 


Nature  Study.  Pag©   53, 

Ra-jje.   I>7arf   ess  ex. 
Clover  .Y/hito. 

Red .  ' 

Professor  E.    0.   Essig:-  Comnion  Injurious   and  Beneficial  Insects   Suitable 

for  Study  in  Rural  Schools. 

First:-  Injurious. 

I.    Orchards 

(Deciduous') 

1.  V/ooly  apple  aphis    (Eriosor.a  l-^nicera), 

2.  Green  npple  -^phis    (Auhis   i>omi). 

3.  r,Slnut    aphis      (Chroiraphis    juglandicola) . 

4.  European  fruit   lecr^nium  of   brov/n  -apricot   scale    (Lecaniur^  corni) . 

5.  San  Jose  scale    (Aspidiotus   perniciosus) . 

6.  Oyster-shell  scale    (Leoidosaphes   ulmi). 

7.  Pear  thrips    (Tneniothrips   pvri), 

8.  Lesser   shot-hole   borer    (^.yleborus   xylogr^uhus) . 

9.  Flat-headed  apple  troe  borer    (Chrysobothris   f  erior^t-^) . 

10.  Peach  tv/ig  borer    ( Ann r 31-3.   liner^tella) . 

11.  Crilif  ornia  peqch  borer   (Aeg:eri?.   op-^lescens) . 

12.  Spring   canksrvorri   (P^le^crita  vern-^.t^) . 

13.  Red-hunped   caterpillar    (Schizun   concinna). 

14.  Forest   tent   caterpillar   (■'.al^coson'^   disstri-^) . 

15.  Codlin-r?oth   (Cvdia   pornonella). 

15.   Pear  or   cherry  slug    (Caliroa  cerasi) . 
(Citrus) . 

11.    Cottony  cushion  sc^le    (icerya  purch-jsi). 


Nature  Study.  ^''S®  ^*- 

IS.  Gr'j.y   citrus    or   citricol-i.  sole    (Coccus   citricol-^). 

19.  Soft   brov/n  scale    (Coccus   hes-ceri'-lup) . 

20.  Citrus   riealy  bug.    (Pseudococcus   citri) 

21.  Bl^ck  scale    (Saissetiri   oleae)  ■ 

22.  Red  scale    (Chrvsor;i;.ih?.lu3   aurantii). 

23.  Purple  scale    (Lepino^aphes   i-ecldi) .  * 

24.  Fuller's   rose  beetle    (PantoDorus   lulleri). 

II,  To  Grapes   and  Berries . 

25.  Grape  leaf -hopper   (Erythronoura  c ones ) . 

26.  California  grape  root--;orri   (Brorpjus   obscurus). 

27.  Currant   or   Gooseberry  fruit -fly    (Spochra  c-^r^densis) . 

28.  Stra.'vberry   crovm  moth   (Aegeri?   rutil-^ns) . 

29.  V^hite-lined  sphinx   (Celerio  lineata). 

30.  Raspberry  horn-tail      (Hartigi-^    cressoni). 

III.  To  Garden. 

31.  Green  pea  aphis    (M'^crosiphun-  pisi), 

32.  lie  Ion  aphis.      (Aphis   gossyiJii). 

33.  Squash  bug    (Anisa  tristis) . 

34.  H-^rlequin  cabbage  bug    (l.Iurgantia  histrionica^  . 

35.  Eean  thrips    (Heliothrips    fasciatus). 

36.  V/estern  12-3potted  cucumber  bettle    (Diabrotic.i   sorer) 

37.  Sugar  beet  -.•ire'-'orr    (Jlmonius    calif  ornicus) . 

38.  Potato   flea-bettle    ( Ep it r ix   c uc um er i s ) . 

39.  ' -estern  radish  maggot    (Phorbi^    planiiJil'jis ) . 

40.  V'^rief^t-5d   cvtv;orni      (Lycophoti'?   Pirgaritos-?) . 


Nature  Study.  P^gc  55, 

41.  Corn  enr-xiorra   (Chloridea   obsoleta). 

42.  Potato  tuber  moth   (Phthor.iin.aea  operculella) . 

43.  Imported  cabbage  v/orm  (Poutia  rapae) . 
IV.   To_  Forage   Crops   and   Cereals . 

44.  Devastating  grasshopper   (Nelanoplus   devastator). 

45.  Oat    aphis    (Aphis    ^venae) . 

46.  Tarnished  plant-bug   (Lygus    prat ens is). 

47.  Alf^lf-?   c'iterpillar   (Zurymus   eurvther.e) . 
V.' To_  Stored   Products  . 

48.  Bean  >-;eevil    (Acanthoscelides    obtectus) . 

49.  Pea  ^-'eevil   (Bruchus   pisoruj--). 

50.  The  gramry  \7eevil    (Calandra  gramria), 

51.  The   rice  '''eevil    (C^lTnara   orysae) . 

52.  A.ngoumois   grain  moth   (Sitotroeia  cerealella) . 
VI .   To  ric'/ers    and   Qrnniyentals  . 

53.  P.ose   aphis    (Macrosiphum  rosae). 

■  54,  Green  peach  aphis    (Rhopalosiphun   persic^e) . 

55.  European  elm  scale    (Gossypi.ria  ulrd). 

56.  Greedy  scale    (Aspidiotus    camelliae), 

57.  Ivy   or   oleander   scale    (Aspidiotus    hederae). 

58.  Greenhouse  i-'hite   fly   (Asterochiton  vapor-riorun) . 

59.  Rose   snout-beetle      (Rhynchi-tes   bicolor). 

60.  I'ourning   cloak  butterfly   (Zv.v^ness.?   nntiopa) , 

61.  Thistle  butterfly   ( Va nes s a   c a rd ui ) . 


Mature  Study.  Page  56, 

Gecond  :~  Benefici.Til 

I.  Attacking   Insects . 

1.  Coir>rnon  red  block-spotted  ladybird  beetle   (Hippodridia  convergcns) . 

2.  The  vedr^lii    (Novjus   cardim lis ) . 

3.  L^rge   syrphid   fly      (Syrphus    pyrr^stri) . 

4.  Pf^racite   of  SuropeTn  Fruit   Lec^nium   (Coii'ys   fusc-?^^. 

5.  ocutellista   (Scutellista   cy^aea). 

II.  Pollenizers . 

1,  Blaotophaga   (BlTstooh.?r<a  psenes). 

2.  The  honey  bee    (Aphis  ;rellif  ic?) .   ;0so   producer   of   t    very  important 
connercial  product. 

Professor  Frederick  T.   Bioletti:-  Ljst    of  graues   and   olives   suitable  for 
study  in  the  Rural   .School.s   of   California. 

A.  For  the   coast   counties. 

B.  For  the   interior. 

1.  Varieties   corwonly  grown. 

2,  "  suitable   for   experimental  planting. 

(a)    =  suitable   for  arbors. 

GRAPES .       All  Vitis   vinif er-^     unless    othenvise  indicated. 
y/ine; 
Al.    Zin^  -^ndel .      Red,   dry  'vine-  the   principal  v/ine-gnpe   of   California. 

Al.  Palominor       '"'hite   "  "        heavy  bearer   and   nuch  gro'-vn.    (a). 

A2,  B^rbera.  Red,   dry  -(.vine-  high  quality,   not  much  grov/n, 

Al.  Serdllon.       'Vhite  "        "  "  "  'videly  gro'-/n. 

Bl.  Alic?nte  Eougchet.   Red,   dry   or  svieet  'vine-      Cor.imon. 


nature  Study.  P.-Jge  57. 

B2.  Valdepenis ,  Red,  dry  v/ine-  not  puch  grov;n,  good  quality. 

SI*  'Vest's  ''/hite  Prolific,  '.'.'hite  ,  dry  'vine,  heavy  bearer,  good  quality. 

Raisin. 

Bl.  t^uscat  of  Alexandria.   The  principal  raisin  of  Calif orni'i  produces  the 

laf?ge  raisins  of  Spanish  type.  ' 
Bl.  Sultanina.   (=Thonpson  Seedless),  produces  seedless  r-^isi.is.  (a'/. 
B2.  Black  Corinth.   Produces  the  "Zante  currants"  of  Greece,  (a). 
Shipping. 

AlBl.  Flar.ie  Tokay.  The  principal  shipping  grape  of  California  gro'vn  in  the 
r/arner  parts  of  the  coast  counties  and  the  cooler  parts  of  the  interior, 
Bl.  Malaga,  '-'/hite-  the  second  most  important. 
Bl.  Envporor,  Black  or  red  according  to  locality. 
Hone  Use. 

A2.  Rose  Sult-^nina.  (?) .   red, 

A2.    Pierce.        (Vitis   Labrusca)    (a)    Black  -^nd  slip-skins. 
A2.B2.   Black  liuscat .   black. 
B2.    C-ros    Colman.        black,- 
Al.Bl.   Pal org  no    (a)   white. 

OLIVES . 

Bl.   Mission.        Hine-tcnths    of   all   Californian  olives   are    of  this   variety. 

A2.B2,  Ascolano.    Very  large;   does  v;ell   in  most   localities. 

A2.B2,   Redding.    Useful  only  to  produce  seedlings   for  propagation  purposes,   or 

as   ^n  crnanental  tree. 

Gr-fting    St o c ks      (phylloxera   resi3t3;it)    for  vines  , 

Al.Bl.   Rupestris    St.   George. 
A2.B2.   Rip-^ria   x  Rupestris   3309. 


N^.ture  Study, 


p.i^e  58, 


Professor  Ira  J,  Condit;-  Tropical  ^nd  Ssrni-Tro^nc.n.l  Fruits  for  Study  in 

Cnlif ornin.  Rural  Schools. 

Lemon-  Eurelc^,  Lisbon,  Villa.  Franco.. 

Orange-  '"hshington  Havel,  Vnlencia,  Kediterrane.an  3v;eet. 

Grapefruit-  Marsh,  Duncan  Triumph, 

Fig-  Calimyma,  Adriatic,  I.lission. 

Avocid.:)-  Taft  ,  Sharpies s  ,  llarinan. 

D^te-  Deglst  Nur ,  Thuri  ,  Hayoni. 

LoQirrt-  Champagne,  Advance,  Thales. 

Jap-?.ne3e  Persimrnon-  H^chiya,  Tinenachi ,  Hyakure. 

Ginva-  strr^v.'berry. 

Por.->ep;ran'?to-  \7onderful. 
In  addition  to  these  the  following  fruits   are  grovn  here  riore   or  less 
commonly  but  are   not  represented  by  -^ny  comerci-^l  varieties  ,  the   Feijoa 
or  Pineapple  guava ,  the   Jujube  ,  the   Gherimoya  ,  the  Pistnchio  nut ,   and  the 
lla  np  0 .  , 

Professor  5.   S.    Rogers  :-  List    of   G-^rden  Ves; stables    Suitable   for  Study  in 

Rurr^l   S chb  o  Is  . 
Vegetable  Variety. 


Artichoke 

Asparagus 

Beans 

Beets. 

Cribbage 

Cprrots 

Cauliflo";er 

Celery 

Corn 


French  Globe. 

Polnetto 

Golden  Wax,  Kentucky  V/on'^er,  Canadian  './onder, 

Crosby's  Egyptian,  Dupont  Red,  Crimson  Globe, 

Early  Fl-'t  Dutch,  Early  York,  V.'inningstadt , 

Danvers  H^lf  Long,  Long  Orange,  French  C'^rrot. 

Early  Paris  ,  Snov;ball. 

Golden  Self -blanching  ,  ''hite  Plume,  Giant  Pascal, 

Crosby's  Early,  Oregon  Evergreen,  L-^te  AlTr-ied"?, 


Nature  Study.  ' 


Page   59, 


Cucumbor 

Egg  Plant 

Lettuce 

Musjanelon, 

Ordon. 

V'atex-relon 

Pn.rs  nip 

Pe?.s 

Pepper 

Potato  ,  Irish 

Sr;eet 

Piir.pkin 
Radish 
Rhubarb 
SpiiiTch 

Squash,  Summer 
"inter 
Top-^t  0 
Turnip 


V/hite  Spine  ,   Long  Green. 
Ne'v  York  Ir.viroved 

Los   Angeles,   California  Cream  Butter,  Iceberg, 
Jenny  Lind,  RockyFord. 

California  Red,   Italian  Red,  Australian  Brov;n, 
Chilean,  Angelino,  Kleckley  Sneet. 
Hollo^v  Crov;n, 

Telephone,   Strrjtegon,  Ner/  Yorkshire  Hero. 
Chinese  Giant   or  Bell, 
.tocrican  'Tender ,  Early  Rose,  Burbank. 
lierced  S-^-zeets . 
namnioth  ICing. 

French  Breakfast ,  Long   Scarlet,   Chinese, 
Crinson  IVinter,  Stra'vberry. 
Prickley  or  Fall. 

Y;hite  Bu3h,   Scallop,  Yello-;  Crooked  Neck. 
Hubbard. 
Sp.arks  ,  Sarli-^n^  ,   Stone. 
Purple  Top  Flat,   purple  Top  Globe. 


Professor  p.   3.    Ken-oedy:-  Troublesorie  V/eeds   in  California  for  Stu'-Iy  iri 

the  Rural   Schools. 


i!orning   Glory     -     Convolvulus   arvensis , 

Occurirg   first   as   patches  v/hich  my  spread  eventually  over   entire 
fields   if  not   controlled.      Troublesome  in  garden,   orchard  and  field.     A 
Creeping  plant  'vith  pernicious   underground   ster-s.      Eradicated  by  auppression 
of  the  leafage  v/hich  starves  the  rootstocks. 
Johnson  Gr.^ss      -     Andro-:o.gcn  halepense. 

Troublesome   only  vrhere  'vintcrs   not   severe   -is    i;-   Southern 
California.     Mas   large  roctstccks  'vhich  r.'3y  penetrate  to  -■   lepth  of  4  feet 
in  the   orchards   and  fields.     Eradicated  by  severe  and   contiguous   pasturiiig 
or  by  3a~e  r.iethods    as   ncrning  glory. 
Dodders    or  Love   Vines  Cuscuta  sp. 

Parasitic   cr,   Tlf?lf is    -nd   clover~  ,   suclcing  the   ncurioir:ent   iro:.i  • 


N^.ture  Study.  P^ge  60, 

them  for  their   ovm  use  nnd   fin-^.lly  destroying   3nd  t-^ihing  the  place   of  the 
host  plant.     Remedy,  son  cle:?n  seed.     Eradication  by  cutting  and  burning 
before  going  to  seed.     Reseeding  v;ith  grass   or  grain  or  tillable   crop   for 
a  ijericd   of   one   or  t-'o  ye-^rs.     Then  replant  to  alfalfa,   using  clean  seed. 
Mustards    -Bras'3ica  sp. 

Some  produce  as  nany  as    15,000  seeds    on  a  single  plant.     Trouble- 
some  chiefly  in  grains  ,   especially  in  regions    of   continuous   cropping.      Seeds 
'■/ill   lie  ioi-mint   in  the  ground  a  long  time,  ten  or  fifteen  years,   and  yet 
vhen  brought  near  the  surface  -vill  germinate.     Remedy,   cle^n  seed  and  summer 
fTllondng.     Karro'^ving  grain  ^.-hen  young  to  destroy  young  and  tender  mustard 
plants.      Spnying  v/ith  iron-sulphate. 
Barnyard   Grass    or  '"ater  Grass .    -     Echinochloa  crus-g:alli. 

Unusually  troublesome   in  the  rice   fields  ,  finally  choking  it 
out.      Sometimes   three-fourths    of  the  rice  crop  is  v/tter  grass.     Remedy, 
clean  seed,  and  pulling  out  and   cutting  the  plants    off  belcj?  the  crovm  vith 
a  hooked  knife.     leaking  clean  and  perfect  seed  bed  so  -'s  to  give  the  rice 
plants    every  chance. 
Coast   Dandelion   -  Hyoochacris    radicata. 

Has   taken  thousands    of   ^cres    of   pasture   l^nds    on  the  immediate 

coast.     Remedy,  grow  grain  for  sevenl  years   and  ppevent  going  to  seed. 

Summer  fillow,      La.v/ns   and  ^vaste  places    of  Ber!:eley. 

Star  Thistle,   Napa  Thistle) 

Tocalote  ^Cen:.3ure3   sp. 


Common '.7ee'ds   in  grain  fields.   Interfering  •■•ith  harvesting.      Lessens 
the  yield.     Remedy,  scrr  cle-'n  gr^'in-  prevent  seed  production.     H-nd  pull 


.hture  Stufly.  Page  61. 

'•/here   not  too  abundant.     Change  to  intertilled   crop  '-/here  possible.     Cle^n 
sumr.'er  fallov/. 

Be  mud  a  Grn.ss      -     Gynodon  dr^ctylon. 

A  persistent  grass,  troublesone  chiefly  in  orhh-irds.     Portions 
of  the  plants   separated  in  cultivation  easily  root   and   produce  nev  plants. 
Spreads  rai->idly.   Rev.iedy ,  Repeated  shallov/  plov/ing  so  as  to   expose  roots  to 
sun  and  frost.      3ov;  the  "land  to  a   crop  n-hich  I'/ill  produce  dense  shade  -vhich 
it   dislikes,   e.g.    co^v  peas. 
Sour   Clover     -     Mel i lot us    indica. 

A  valuable  cover  crop  and  at  the  same  time  a  plant  v/hich  causes 
;r;reat  noney  loss  to  the  wheat  gro'-ver.     A  few  seeds  in  a  sack  of  'vheat  'vill 
taint  the  -'hole  sack  and  m-jke  the  flour  unsalcTble.   Remedy,  An  annual  so 
could  be   controlled  by  not  allov/ing  to  go  to  seed.     Thorough  cleaning  of 
grain  at   harvesting.     Extren>ely  abundant   in  California, 
^:!i Id   Radish     -   .  Raphanus   raphanistrum. 

Particularly  abundant   in  the  coast   region  in  oat   fieldri.      Looks 
like  a  mustard  ,   except  tha.t  the  flov/ers   are  -/hite  or  very  pale  yellow  v/ith 
purple  veir'S   and  the  pods   are   constricted  between  the  seeds.     Remedy,  Try 
to  stinulate  seeds  to  germinate  by  cultivation  and  destroy  young  plnnts  before 
seeding  dovm  to  grain.     Hand  pull  before  seeding.     Treatment  v/ith  iron 
sulphite  not  quite  so  successful  as  with  the  nrjstax~ds .     Eaten  by  sheep  ^nd 
go^ts . 
Uay/eed  or  Dos  Fennel     -     Anthems    coiula. 

Roadsides,  fields,  vacant   lots,  grain  fields,  and  pastures,     ijot 
e-^ten  by   stock,   hence   "illo'-'e'i  to  multiply  •'nd  t-^I;e  up  spice  '-'here   useful 


Nr^ture  Study.  Page   62. 

forage  plrints  should  be  gror/ing.     Remedy.   As   it   is   an  '?,nnu'?l ,  persistent 
prevention  of   seed  production  '/ill  eradicate  it.      In  gn.in  fields,  the 
seedli.'gs  riight  be  hurrov;ed  out  in  spring,  in  some  soils.     Ill-smelling 
foliage,  'vhito  d.^isy  like   flov7ers. 
?llk  Thistle     -     Silybvim  rn^riinum. 

Recognized  by  its   flecks    of  v/hite   on  l-jrge  prickly  green  leaves. 
Most   ■'bund'^nt  in  the  B-^y  region,  but   extending   north  to  iiendocino  .and 
south  to   Los   Angeles,     Trouhlesoi^e  mostly  in  pastures,  vcant   lots,  road- 
sides.    Ordinance  against   it  in  Alarieda  County.      Ren'edy.    Spui     belov; 
the  ground  v/hen  the  plants   are  young  in  February.     An  hour's-vork  at  this 
tine  nill  sive   five  later   on.      Prevent  the   plants  going  to  seed,     Plo'v  and 
put   into  a   cultivated  crop.      Stock  do  not   care  for  it   and  so  patches   in 
pasture  keep  getting  larger. 
Nut   Grass      -     Cyperus   rotund us . 

A  sedge  resembling  a  grass  'vhich  bears    little  tubers   o--   its   roots 
the  size   of  the   kernels    of   a  hazel  nut.      Propagates  both  by  seeds   and  by 
these   nutlets.      Troubles oioe   only  v/hen  it   gets    into   orchards.      The  tubers 
I/ill  '-.'ithstand   almost   any  degree   of   drouth.      Remedy.      Cut  the  stesis   so   as 
to  starve  the  roots  and  tubers.     Plowing   and  cultivating  seems    only  to  give 
the  v/eed  renewed  vigor.     Hogo   are  very  fond  of  it,   and  vili  root  for  the 
ground   nuts. 
Pl'^r.tain  or  Buckhorn     -     Plant >^.go  L-^nceol-^ta. 

In  la-ons    -.nd  ■■-;a"te   places  ,   but   especially  troublesome  .in  coast 
pastures.      It   hT3    a   stro;-\g   perennial  tap  root  'vhich  penetrates   the  soil   for 
a   foot    or  r.ore  ,  r.3king   it   quite   drouth  resistant.      Cattle   feed   on  it  -.vhen  it 


I.'fl.ti'.re   Stuay,  P^.ge   63. 

grov;3   tall   enough,  but   it    is   bitter   and   not   a  fjesirable   plant    fcr  dairy 

stock.      Sheep  eat   it    ir^d  do  'veil   on  it.      It   occupies   space  in  the   ^.'astures   th^": 

that  should  be  gro^'/ing  rore  valuable   forage  plants.     Rernedy.     Change   of 

crop   from  paiiture  to  grain  or  an  intertilled   crop   for   a   period    of      years 

before  res?eding,    Sov;  clean  seed. 

Sour   Dock   or   Sorrel     -     Runex  acetosella. 

A  frequenter  of   rather  dry  sandy  or   loany  soils  ,   especailly  on 
the   coast.      It   is   a  strong  perennial   .spreading   r-^pidly  by  neins    of   slender 
rootstocks.     The  leaves  are  decidedly  sour  and  disliked  by  stoci:,     'Vhen 
present   in  any  considerable  quantity,   it    usually  means   a  poor   or   ^cid   soil. 
Remedy.      It  dislikes   liitre  so  apply  heavy  applications   cf   lice  -vhich  -vill 
encourage   other   and   better   forage   plants.      Cultivate  the   surface   frequently 
and  thoroughly  so   as   to   expose  the   rootstocks. 
Curled   Dock  -  Runex   cris'jus . 

'.7e   often  see   considerable  areas    of    our   pasture   lands  ,   especiBlly 
in  the   lov  places,    occupied  by  this  •leed.     Unlike  the  Sour  dock,   it   has 
a  long  tap  root.     Cattle  never  sat   it,  so  that   it   is    left   undisturbed  to 
seed   abundantly.      Remedy,      Pull  up  by  the  roots  vrhen  the  ground   is   thoroughly 
soaked  by  rains    or   irrigation.      Keep   cutting   just  belor   the   cro'vn  so   as   to 
starve  the  roots.      Change   fror.i  pasture  to  grain  or   intertilled   crops. 

Professor  XI.   Metcalf:-     List    of    Soi.ie   Corvion  C^liforni-   Trees    for    itudv 


in  Rural   Schools . 
Pinaceac — Pine   "Ttily 

Sugar  Pine  Pinus    I'ir.bertiaaa, 


lloture   Stuc'y, 


P-ige   64, 


V/estern  Yellow  Pine 
Digger  Pir-3 
Knob cone  Pine 
'Tnit  e   P'ir 
Grand  J'ir 
Douglas   Fir 


Pinur   ponderosa. 

"       sabiniana. 

"  attenuate. 
Abies    concolcr. 

"  grandis . 
Pseudotsuga  taxifclii. 


Tax  o.-iiai-e.^e — Bi-:;   Tree   Family, 

Big  Tree 
Redv/ood 


Sequoia  gigantea. 

"         serroervirens . 


Cuprossaceae — Cypress    F-inily, 

Ilonterey  Cypress 
Incense  Cedar 
Gierra  Juniper 
Port    Or  ford   CGcl'H.r 


cupreGsus  r'acroc-jrpa. 
Lib  0  c  e  d  r  us   d  e  c  ur r  e  ns  , 
Juniperus   occident.-'lis , 
Char^'i.ecyporis   la'/scniana. 


Hardv/oods    or  Brosdleaved  Trees, 
GalxC3ce"3 — ^■iillori  Family. 


Yellov/  V/illow 
Fremont   Gotton-vocd 

Jun.'T.landace.'^e — Walnut   Family 

California  Blach  '"'olnut 

Set ulacoae --Birch  Family. 
XIYiite  Jilder 

Faga_ceae--Oak  Family. 

Valley  Oak 
Go-jst  Live  Oak 
California  Black  Cak 

Li v.r ac eae — I Aur el  .Famly. 

Cilifornia  Laurel 


Salix  jaoiandra 
Populus  fremontii, 


Junglans  calif  ornic? . 


Aliius  rhonbif oiia. 


Quercus    loiat^. 
•'  agriiclia 

::elloggii 


UmbellulTrio    calif ornicn , 


IJaturc   Stud-v 


Page  65, 


P^.ataiiaceae — Sycamore  Family. 
Hestern  Sycfimore 

Lep.,uminosae —  Pea  Fauily. 

Ilesquite 
A-  Bl-ick  Locust 

Gai-'indac'-'ri.e — Buckeye  Fninily 

C'o.li  f  ornia  Buc  keye . 

/'C3racc-~e — I.;c?plo  Family, 

RroTileaf   i  lapis 
California  Box  Elder 

Ericaceae — Heath  Fanily. 

Jladrona 

I'iyrtace^e — !'yrtle  F-^mily. 

X-  Blue   Oum 

X=  Not   native   but   comr.ionly  planted. 


Plat  anus  raceinosa. 


Prospis  juliilora. 
Robinia  pseudacacia. 


^es cuius  calif ornica. 


Acer  macrophylluiri 

"  Negundo  (Calii" orhicum) 


Arbutus  nenziesii. 


Eucalyptus  globulus. 


Professor  R.  T.  Stevens  :-  List  c_f  plovers  ,  Shrubs  and  Vines  for  Study  in 

Rural  Schools  of  California. 
I-  20  CXLIFCRNIA  mL2   FLQ-^T^RS . 


AMMUALS . 


Clarkia  elegans 

California  Poppy-  Eschacholtzia   calif crnica 

Birdfe   Ilyes    -  Gilia  tricolor 

Bla:;ing   Star  -  Ilentzelia  lindieyi 

Farewell  to   Spring  -  C-odetia  grandiflora 

Baby-Blue -Eyes    -  Ner.ophila  inensiesii 

\ihite.  Daisy  -  Layia  glandulosa 

V/ild   Gant'^rbury  Bells    -   Ph.Tcelia  ivhitlavia. 

Blue   Lupine   -  Lupinus   affirid 

Innocence   -  Collinsia  bicolor. 


N'tture  Study.  Fnge  66, 


2. PERENNIALS: 

Indian  Paint  Brush  -  C3.Gtiliej.':>  nartini 

Scarlet  Larkspur  -  Delphinium  cardin.Tlo. 

Encelia  calif ornica. 

Pride  of  California  -  Lathyrus  splendens. 

Yellow  Tree  Lupine  -  Lupinus  arboreus. 

Ylhlte   Evening  Primrose--  Oenothera  calif  ornica 

Scarlet  Honeysuckle  -  Pentstemon  cordifolius 

Blue  Pentstemon  -  Pentstemon  spectabilis 

Romero  or  r/oolly  Bluecurls  -  Trichostena  lanatuin 

California  Fuchsia  -  Zauschneria  cilif ornic? . 


II-  2 5CULTIVATPD  FLO^^ERS . 

1.  ANNUALS : 

Cornflov/er  -  Cent.-^urea  cyanus 

Petunia  hybrida 

Shirley  Poppy  -  Papaver  rhoeas. 

Scarlet   Flnx  -  Liniini.  perenne 

Nasturtii'ir,  -  Tropaeolun 

SiTeet   Pea  -  Lathyrus   odoratus, 

African  ILarigold    -  Tegexes 

Sv;eet   Alyssuin  -  AlyssLTa  rnaritir.iuEi.    ■ 

Varbena  hybrida 

Sea   Lavender   -   Staticis  3inu-?.ta. 

Zinnia 

Butterfly  Flo\7er   -   Schi-ianthuG    -vis  et  ones  is  , 

2,  P^CNNIALS: 

Candjrtuft    -  Iberis   snrnpervireiis . 

Coreopsis    lanceolata 

Pertstemon  glo;:inioides . 

Gaillfi.rdia  grandiilcra 

Sha.sta  Daisy   -  Ghrysantheniufi   leucanthemuin 

Larkspur  -  -Delphinujn  hybriduin. 

Valerian  Centrinthus   ruber 

GeuTD  CDCcinea  ilrs.    Brad'hav;. 

Mourning  Bride  -  Scabiosa  naxir-a 

Canterbury  Bells    -  Campanula  pcr3icifolia 

I.lai-guerite   -  Ci;rysantheiin^  frutescens. 

Gaura  lindheimeri. 

Kollyhock  -  Althaea  rosea. 

Ill-  15  JvATIVE   ORIIAIVlENTAL   SHRUBS 


study.  P.ige  67. 


Cat-ilina  Island  Cherry  -  Prunus   illicif olia  integrii'olia 
UnArone  -  Arbutus   menziesii 
Christians  Berry  -  Heteroneies   arbutif olia 
\')ild   Lilac  -  Ceanothus  thyrsif  lorv.s 
Coffee  Berry  -  Rharnnus   calif ornica 
Palo  Verde  -  parkins or.ia  aculeata. 
Silk  Tassel  Dush   -  Garrya  frenontii. 
Sour  Berry     -  Rhus   integrifolia 
Carpenteria  c^lif ornica 
Ivlatilija  Poppy  -  Ronneya  coi^lteri 
Oregon  C-rape   -  Kahcnia  aquifolium 
Fuchsia- flo'Yere'i  Gooseberry  -  Ribcs   speciosum 
Monkey  Flower  -  piplacus   glutinosus 
Snc'/berrj'  -  Synphoricarpos   racemosus. 
'3v/eet -scented   Shrub   -   Calycanthui:    Occident  alls. 


IV-  20-SXCTJC   ORNArSFITAL  SHRUBS 

1,    DSCIDUOUS : 

Japanese  Quince  -  Cydonia  japonica 
V/sigela  -  Diervilla  Van  Kouttei. 
Eridal  V/reath  -  Spiraea  cantoniensis , 


2.   EVERGREEN 


Abelia  grandiflora 

Dari'/in'o   Barberry  -  Berberis   darv/inii 

liexican  Orange   -   Choisya  ternata 

Ke'.r  Zealand  Looking   Glass   Plant   -  Coprosna  baueri 

Cotoneaster  franchetii, 

Escallonia  r.iontevide.isis 

"  rubra 

Ssiall-f lowered   Fuchsia  -  Fuchsia  riagellanica 
Italian  yello'7  Jasimine  -  Jasminum  hutnile 
Australian  Tea.  -  Leptos .)ernuni  laevir?tuni 
Scarlet   3ottlebru3h  -  Melaleuca  hypsricif oiia 
Coniraon  Ilyrtle   -  Myrtus    cor.r.unis 

Black-stemmed   Pittosporum  -  Pittosporuiii.  tenuifolium 

(nigricans) . 
Burning   Bush  -  Pyricantha   coccinea   (Cractagus), 
Fvvergreen  Thorn  -  Pyra.cautha   crenulata    (Craetagus). 
Rapiolepis    japonica. 
Veronica  decuS'S-^ta. 


V-     35  VilJES 


1.   DECIDUOUS; 


iiPture  Study.  P^ge  60. 


Akebia  quin.it.i. 

Boston  Ivy   -  Anpelopsis   tricuspH^ta. 

Virginia  Creeper-  Airjd-opsis    quinquef olia, 

liountain  Climatis    -  Clematis   T'ontans. 

Blue  DT'vn  Flo'Vfcr   -  Ipomoea  learii. 

Trumpet  Vine  -  Tecoma  grandif lora. 

Chinese  v/istaria  -  \;istaria  chinensis. 

Cobaea   scandens    - 

V/ild  Pea  Vine   -  Lathyrus    latifolius. 

Snail  Vine   -  Phaseolus   caracalla. 

Actinidia   chinensis. 


Z.      EVERGREEN 


Australian  Pea  Vine  -  Dolichos  lignosus. 

English  Ivy  -  Hedera  helix. 

Coirmon  Jasrdne  -  Jasminun  officinale, 

Japanese  Honeysuckle  -  Lonicera  j^pcnica  halliana. , 

Maiden-hair  Vine  -  Kuehlenbeckia  complexa. 

Passion  Vine  -  Passiflora  caerulea. 

Tecoma  jasninoides, 

Bignoaia  tv,/eediana. 

Evergreen  Grape  -  Vitis  capensis, 

Chile  Ja^nine  -  Handevilla  suaveolens. 

Potato  Vine  -  Solanum  jasminoides . 

Evergreen  Ampelopsis  -  Cissus  striata, 

Yellov;  Jasmine  -  Jasminum  prir.iulinum, 

Carolina  Yellow  Jasmine  -  Gelsemium  sempervirens. 


VI .  BULBS  V/HIGH  liAY  B£  PI.AIiTFD  OUTDOORS  IN  FALL  FOR  SPRING  AMD  SUiU'Ml 

BLOOMING. 

.    Daffodils    cr   Jonquils 

Large  crovm  or  trumpet  type 
Bicolor. 

Yello^::,-. 

Short  Trumpet  type 

Incorrparabilis  , 

Poet 's . 

Double -flo'vered, 

•  Narcissus    -  Polyanthus   type   -  Paper  -;hitG. 

Iris   - 


Spanish  in  variety. 


»^!nture  Study.  P'''ge  69. 

Iris  (cont,) 

German  in  variety. 
English  in  variety. 

Gladiolus  - 

Epirly  dv/arf  types. 

Blushing  Bride. 
Peach  BlosGori, 
The  Bride. 
America. 

L-jrge -flowering  bybrido   in  variety. 

Amaryllis   bellad oniia . 

Ansmone   coronari"    or  Foppy-f  lo^verec . 

Ranunculus    - 

Persiavi 

Turban 

French 

Calla  Lily  -  Kichardia. 

Cor.Tmon  ';/hite. 

Yello'-;  spotted   -  Elliott iaaa. 

V/atsonia   -  'vhite   or  pink. 

Red  Hot   Poier  -  Tritonia 

Montbretia  -  Orange 

Frees ia 

m 

African  Blue  Lily   -  Agap^nthus . 

Ixia  in  variety, 

BULES  V/HICK  L-lAY  BE  C-RO":^'  IliDOORS'  IM   JARS  MD  POTS. 


(rernan  Iris , 

llarcisE-us    -  Polyanthus   type   -  Paper  -.'hite. 

Tulips. 

Daffodils , 


i'J.iture  Stur'iy.  P.ige  70. 

Hyacinths . 

Amaryllis . 

Oxalis , 

Frees ia. 

Afric3.n  Blue   Lily  -  Agapanthus. 

Professor  C.   F.    Shav/:-  Classes   of   ooils    for  Study  in  Rur?,l  .Schools . 


The  soil  is   a  nass   of   finely  ground   and   nltered  rock  material 

•■nixed  'vith  a  Jingil  ainount    of  decaying   organic   material    (or  hui^uo).      Rocks 

?,re   chipped  and  broken  by  nltcrn'^ting  he-^ting  and   cooling,   "re  '"'orn  -^.v/ay 

or  dissolved  by  '"/ater  and   are  ^'/orr  and  altered  by  air.     These  various 

actions  ,   together  "ith  the   effects    of   plant   and   aniiral   activities  ,  brs^.k 

up  Tnd  pulverize  the  rocks  ,  iTiaking  the  fine  nass  we  call"soil."  Soils 

can  be  classified  on  the  basis    of  their  origin,  as    felloe's : 

Sedentary 

P.e&idual 
Curiulose 

Transported 

Alluviol 

Recent   Alluvial 

Old  Alluvial 
Glacial 
Aeolian. 

SedentTry  soils   are  those   in  nhich  the  material  has   net  been 

noved   or  tr-^nsported  fror;  the  place  v;here  it  v/as   foinod. 

Residual  soils   are  Sedentary  joils   formed  by  the  accumul-'- 

tion  of   boil  nateri:?!  through  the  decay  -jnd   pulveri:^ation   cf   rocks,   Residu,"^. 

soils  in  r-i)ny  '^ays   resenble  the  rocks   from  'vhich  they  are  formed.      Soils 


"Iritiire  Study.  Page  71, 

frosri  sandstones   i^re  usually  sandy,  v/ith  mere  clayey  subaoilc.      Soils   frora 
shale  rocks  are   usually  silts   or  clays,  v/ith  heavy  clay  subsoilc.      Soils 
froTi  granite-like  rocks   vary  more,  depending   on  their  age,   or   on  the  amount 
of  dec-^y  of  the   original  rock  material  that  h-^s  taken  place.      They  nay 
vary  from  sands  to  clays,   on  the  surface,  but   usually  have  clayey  subsoils. 

Usually  the  residual    soils   have  more  clay  in  the  subsoil  than  in 
the  surface  soil,  and,  belo^/  the  subsoil,  the  half  decayed  rock  is   found, 
gr.-'ding  to  the  solid  rock  ■^t   rreater  depths, 

Cumulose  soils   are  sedentary   soils  that  are  forned  by 
the  accumulation  of  decayed  plant   remairiS,      Peat  and  muck  are  those  rnost 
commonly   found. 

Transported  soils   are  those  in  -vhich  the  soil  material  has   been 
carried  some  distance  fi-om  its    origin  and  deposited  in  a  nev/  location. 

Alluvial  soils   are  those  that   have  been  moved  and 
deposited  by  r/ater. 

Recent  Alluvial  soils   are  those  in  -.'hich  the  process 
of   formation  is    still  going   on.     They  occupy  alluvial  f ^ns  ,  stream  bottoms 
and  basins  ,  and  are  subject  to   overflo"/  ^t   each  flood  seascn.     They  ?.re  " 
deep,  and  there   is   usually  but   little  difference  between  the  surface  soil 
-ind   subsoil. 

Old  Alluvial  soils   are  those   on  -ihich  the  v;ater'D 
have,   for  some   reason,  stopped  depositing  sediments,   and  'vhich  have  been 
exposed  to  the   rock  destroying   forces    (chinges    of  temperature,    -lir  ,   r';i  is 
nnd   plant   and   animal  life).    These  soils   have   their  particles    -^.Itered   '^nd 
reduced  in  size,  the  li.-'er  ones   being  ^7ashed   into  the  subsoil,  maidag  it 


Heture   Study,  P'^-ge  72, 

more  cl-?.yer.     Certain  ni.-?.terial3  irmy  be  dissolved   fron  the  3t1rf3.ce  soils   and 
filtered   out  nnd  deposited  in  the  subsoils,   cemeiiting  them  together.      In 
this  i7ay  hardp3.n3  may  be  formed  and  the  value   of  the  soil  be  detidedly 
changed.      The  Cld  Alluvial  soils  have  nore  cl-?y  in  the  subsoil  than  in  the 
surface  soil,  and  often  have  a  hardpan  layer  at  from  t*70  to  three  feet  bel-/' 
the  surface.     In  most   cases  the  material  belo'v  the  hardpan  is   loose  and  is 
good  soil,  nnd  if  the  hardpan  is  broken  so  that  the  roots   can  get  through 
it,  they  "ill  find  good  soil  in  v/hich  to  grov;  and   obtf5.in  food.     The   Old 
Alluvial  soils   are  usually  rolling  or  slightly  hilly,  and  nay  have  lo\7 
inounds   or  "hogv;allo\7s"   forned   on  the  surface. 

Glacial  soils  are  transported  soils  that  are  forned  and 
transported  by  moving  sheets  of  ice.  They  are  of  very  limited  occurrence 
in  California, 

AeolL-^n  soils   are  transported  soils  that   are  transported 
and  deposited  by  v;ind.      Sand  dunes   are  the  nost   cowiron  aeolian  soils.  They 
are  generally  coarse  and   of  lov;  productivity,  though  in  this  state  sone 
very  productive  aeolian  soils  are  found. 

Physical  character  cf  soils. 

Sand :  -  S-^nd  is    loose  and  granular.     The  individual  grains   can 
readily  be  seen  or  felt.     Squeezed  in  the  h?nd  v/hen  dry,  it   falls   apart 
v/hen  the    pressure  is  released.     Squeezed  -rhen  moist   it  'rill  lorr.i  a  c-^st , 
but  '/ill   c;ri;r.ible  vhen  touched. 

Sands   are  classified  ts   coarse,  nediun,   fine   or  very  fine  sands 
depending   on  the  size   of  the  grains  that   conpose  thep. 


iiTiture  Study.  P'^g^  '^^^ 

Sandy  lonin;-  A  sriMy   loam  is  a  -5 oil  containing  much  sand  but 
v/hich  has  enough  silt  and  clay  to  make  it  .^or.enhat  coherent.  It  has  a 
gritty  feel,  and  the  sand  grr.ins  can  readily  be  seen.   Squeezed  'vhen  dry, 
it  forms  a  cast  '-'hich  can  be  easily  broken,  but  if  squeezed  v/hen  moist,  a 
cast  is  f&rT:ned  that  can  be  handled  carefully  ^./ithout  breaking. 

Sandy  loams  are  classed  as  coarse,  medium,  fine  or  very  find 
sandy  lo^ms  ,  depending  on   the  size  of  the  grains  that  compose  then. 

Loam : -  A  loam  is  a  soil  having  an  even  mixture  of  the  different 
sized  grades  of  sand  and  of  silt  and  clay.   It  is  soft  and  nella"  '-'ith  a. 
someivhat  gritty  feel,  yet  fair^  smooth  -^nd  rather  plastic.  Squeezed  "/hen 
dry,  it  forms  n    cast  that  ^vill  bear  handling,  r/hile  the  moist  cast  can  be 
handled  quite  roughly  without  breaking. 

Silt  loam:-  A  silt  loam  is  a  soil  having  little  sand  and  only 
a  small  amount  of  clay,  over  half  of  the  grains  being  of  the  size  called 
"Silt".   It  m^y  appear  quite  cloddy  but  the  lumps' can  be  readily  broken, 
and  '•.'hen  pulverized  it  feels  soft  and  floury.  Either  dry  or  noist  it  'vill 
form  cacts  that  can  be  freely  handled  v/ithout  breaking. 

Clay  lo-^m:-   A  clay  loam  soil  in  the  field  is  deiise  and  compact 
and  breaks  into  clods  or  lumps.   These  are  hard  to  break  '-/hen  dry,  but 
T;hen  moist  can  be  pinched  bet'veen  the  thumb  and  finger  to  form  a  thin  ribbon. 
The  moist  soil  is  plastic  and  does  not  crumble  readily, 

(;lay;-   A  clay  soil  is  dense  and  compact,  forming  ver;-  hard 
lumps  or  clods.   It  is  composed  of  very  fine  particles,  "-/hich  stick  together 
to  make  a  very  plastic  or  putty-like  mass  v;hen  v/et.  The  soil  can  be 
pinched  out  to  form  a  long,  flexible  "ribbon". 


Nature  Sturjy.  Page  74, 

Adobe  :-   The  term  ".idobe"  indiotes  a  structural  coadition. 
Any  soil  that  rrxll   shrink  on  cirying  and  brenk  into  blocks  'vith  v/ide  cracks, 
is  called  an  adobe.  Host  adobes  are  clay  adobes  but  there  are  clay  loam 
adobes,  and  even  sindy  loam  f^dobes  have  been  found. 

All  of  the  above  classes  of  soil,  if  mixed  •■/ith  a  considerable 
amount  of  gravel,  or  of  stone,  r.iay  be  classed  as  gravelly  aandy  1o3ds  , 
gravelly  clays,  etc.  or  as  stony  sandy  loams,  etc,   Sandy  clay,  or  sandy 
cl-^y  logins  pay  also  occur. 

Alkali  is  a  term  applied  to  the  accumulation  of  soluble  s^lts 
in  the  soil  in  injurious  amounts.   "V/hite"  alkali  is  nade  up  mainly  of 
sodium  chloride  or  common  silt  and  sodium  sulphate  or  gl^uber's  s^lt. 
"Black  alkali  occurs  "/hen  there  is  present  t  quantity  of  sodium  carbonate 
or  r/ashing  soda  (sil  soda).  Alkali  accumulates  '-/herever  there  is  poor 
drainage,  and  nhere  there  is  more  water ler^ving  the  soil  by  evaporation  than 
goes  donn  through  it  during  rains. 

Alkali  can  sometimes  be  made  harmless  by  the  applicatio:".  of 
chemicals,  but  the  most  satisfactory  method  is  to  remove  it  by  draining 
and  ivashing  the  salts  oyt. 

Professor  R.  H,  T'^ylor:-  Commonest  -^nd   most  generally  apjlicable  Varieties 

of  Fruits  for  Study  in  the  Rur^l  Schools  of  California. 

ALMONDS        V/ALNUTS        PBCAMS       CHESTNUTS       FILBERTS 

Nonpareil  Franquette  Stuart  Paragons  Du  Chilly 

I.  X.  L.  Eureka  Schley  Boone  Barcelona 

Ne  Plus  Ultra  Flacentia  Success  Rochester  D 'Alger 

Drake  Moneymaker  Aveline ,  Red 


Nature   Study, 


Page  75. 


APPLES 


Uinesap 
Gravenstein 

Yello-'v  Nevrton 
Delicious 

Elberta  ■ 
Crawf  ord 

■  ^f;®®j  Shipping 

Baldv/in 

Yellow  Bellflov/er 

Ben  Davis 
Rome  Beauty 

White  Pearmain 
Red  Astrachan 

liuir 
Lovell 

"   ) 

„   j  Drying 

Tuscan 
Phillips 

Cling)  ^ 

„  ^i    Canning 

PEARS 

QUINCES 

NECTARINES 

PLTOIS 

Bartlett 

Champion 

St  a  nwi  c  k 

V/ickson  (jap) 

L'inter  Nelis 

Orange 

Boston 

Climax 

Comice 

Grand  Duke 
Diamond 

French 

Robe  de  Sargent 

Imperial 

Sugar 


ChKRRIICS 


APRICOTS 


Napoleon  Bigarreau     Rcyal 

(Royal  Ann)   Blenheim 
Black  Tartarian       Moorpark 
Bing 
Black  Republica.n 


PLUIKOTS 


Rutland 


5TRA"','BERRIES 


Jessie 

Dollar 
Longi7orth 
Oregon 
Marshall 


LOGANBERRIES 


RASPBERRIES 


Cuthbert 


BLACKBERRIES 

La^'/t  on 

Ilanmoth 

Himalaya 


HUCKLEBERRIES  (v;ild)   SALIION  BERRIES  (-'ild) 


Logan 
Phenonenal 

Dr.  C.  B.  Lipman:-  A  F&::   Facts  about  Plant  Oro-rch   that  may  be  taught  in 

the  Rural  School. 

FUNDAMENTAL  PRINCIPLES:  Everything^  \7hich  v/e  perceive  by  the  senses  coi-si^tc 

of  one  or  more  tangibJ'  units  knovm   as  chemical  elements  or  cor'pounds. 


Nature  Study,  Page  ''e. 

Something  c-^nnot  be  derived  from  nothing, 

Plo.nts  are  nade  from  subst.mces  kno>7n  is   plr^nt  foods. 

These  plant   foor-s  in  turn  consist   of   chenicTl  eleaeiTts    bound 
together  in  different  ^vaj'-s. 

The  plant  is   its   ov/n  factory  and  produces   its    o'.vn  foods   as  v/ell 
as   uses  them. 

These  important   pl?nt  foods   are  kno'vn  as    carbohydrates    (examples:' 
sugar,  starch,  v/oody  fibres),  proteids    (examples:-  in  animal  bodies,  v/hite 
of   eggs,   casein  frop  cheese,  the  nuscle  fibres   in  meat),  nrA  fats    (examples 
-  cottonseed  oil,   olive  oil,  cocoanut   butter.) 

Only  a  fev;  cherdcal  elements   are  needed  to  build  these  very 
complex  plant   foods.     They  are  carbon  (obtained  fro;.i  the  crbonic  acid  gas 
of  the  air)    oxygen   (obtained  from  the  same  aource  •'s   carbon  -snd  also  from 
?/ater  taken  from  the  soil  by  the  roots)  ,  hydrogen   (obtained  from  v/a.ter  of 
the  soil),  nitrogen  (obtained  by  the  roots   from  salts   kno'vn  -^s   nitrates 
v;hich  are  found   in  solution  in  the  soil  moioturo)  ,  phosphorus    (obtained 
from  salts   knov/n  as   phosphates  which  are  contained  in  the  soil  r.ioisture)  , 
potassium  (obtained  from  combin-^tions   of   other  elements  '/ith  the  elements 
of   potassium,  also  found  in  the  soil  moisture),  calcium,  magnesium,  iron, 
and  sulphur   (-3II   obtained   from  soil  moisture   in  "'hich  they  exist   in  c»m- 
bination  r;ith  a   variety  of   chemical  elements   in  xhe  form  of  v/ater  soluhle 

STlts). 

In  order  to  manufacture  the  plant   foods   carbohydrates ,  proteids , 
ind  fats   from  the  elements    obt'ined  by  the  plant   fror  sources   -^nd   forms 
just   described  it   needs   energy  and  sp-^ce  -^nd  time. 


Nature  Study.  '  f^^-ge  77. 

By  energy  '-e  mer>n  something  v;hich  if  pliced  under  the  proper 
conditions  will  accomplish  uork.     Thus  v;e  sr^y  not  absolutely  ,iccur.-?tely  but 
sufficiently  so,   for  our  ^jurposes  th^t  ste^rn  is   i.  source   of   energy  to  the 
steam  engine,   food  is   a  source  of   energy  to  the  animal,   etc.   in  the  case 
of  the  plant   factory  the  energy  is   furnished  by  the  light  ^vaves  'vhich  cor^e 
to  us    fron  the  sun. 

By  space  ne  mean  room  to  do  work.      This   is    furnished  in  the  case 
of  the  plant  by  the  leaves   and  the  actual  v/ork  is   done  in  those  portions 
of  the  cells   of  v/hich-the  leaf  tissue  consists  which  contain  a  green  color- 
ing materi,'?l  v/ithout  vmich  the  light   from  the  sun  cannot  perform  the  '7ork 
of  making  plant   food.     The   coloring  matter  mentioned  is    knov/n  as    chlorophyll. 

3y  time  vrc  mean  a  certain  number  of   units   reckoned  as   seconds  , 
minutes  ,  hours  ,  days   and  years  by  which  v/e  record  everything  \J7hich  happens 
in  the  v/orld,     Manuficturing  plant   food  is   a  process  v;hich  consumes   3 
certain  amount   of  time. 

If  've  now  have  ths  leaf,  the  sunlight,  the  chlorophyll,  and  the 
elements   or  compounds   from  v/hich  plant  foods   are  made,   only  time  is   necessary 
to  build  then.      The  elements    carbon  and  oxygen  which  are  taken  by  the 
plant    from  an  invisible  gas    kno''m  as   carbonic   acid  gas    from  the  air   are 
obtained   by  ^he  absorptio.n  through  numei'ouo"  little   slits    or   openings    on 
the  under  Jides    of  the  leaves  v/hich  are  knovm  as   stomata.     Tl'ie   other  elez't'. ''y. 
are  carried  by  the  roots  by  means   of  the  stalks    of   ^jl^nts  to  the   leaves. 

In  the  leaves,  therefore,   carbonic   acid,  v;ater  and  the  salts 
ccntiining  the   necessary  chepical   elements   neet    ond  are   made  to   combi.ne 
in  various   compounds   by  the  chlorophyll  and  the  sunlight   above  mentioned 


Nature   Study.  Page  78, 

nnd  built   into  the  plant   foods  v/hich  v/e  hn.ve  studied. 

• 
Professor  inrold   C.   Bryant:-  A  List   of_  Common  C-^lifornia  Birds    for   Study 

in  Rur^l  Schools . 

(The  follo-ing  birds  have  been  selected  fron  the  inore  than  five 

hundred  different  v^riatxes   found  in  Ciliforni-5,  ts   beii'^g  those  r.iost 

connonly  net  v;ith.     As   a   checl:-list   of  the  coDironer  birds  '^'his   list  '.-ill 

be  helpful  but   for  more  detailed  descriptions   and  h?.bito   resort  nust  be 

nade  to  sore  of  the  books    cited  in  the  appended  bibliography.       It   should 

be  remembered  that  not   -ill   of  the  birds   here  listed  are  to  be  found  in  one 

locality  or  nt    one  season  of  the  ye^r.    -  Marold   C,   Brynnt), 

\7ES7ER1J  GULL.  L-^rus    occident.-^ljs . 
The  coHTionest  gull  found  along  the  C'^lifornia  co^st;   recognized 
by  its   sl".ty-gr3y  back  and  ^'/ings  ,  bl-^ck  '.ving-tips    md  ••/hite  he'^d   r?nd  under- 
parts;   young  gulls   nre  brov/nish  v;ith  underparts   ctrerj.ked.     Perr.ianently 
resident,   nesting  on  the   Fairallone  Islands.     A  valuable  scavenger. 

GREAT  BLUE  HER0I3.      Ardea  herodias   herodi3,3. 
A  large  bluish  bird  '7ith  extrenely  long  legs   usually  seen 
'v-^ding  at  the  edges    of   shallov/  ponds.     Pernanently  resident.     Valuable  -'S 
T   destroyer   of  pochet  gophers  vrhich  it  secvres   by  v/3tohi}'!g  the  gopher  hole 
like  ."?   cat. 

IIALLAaD.     An.TS   platvrynchos . 
Male   'Vith  green  head,  'vhite   neck-ring,   and   chestnirt,   breast; 
fenale  dark  brov;n  streaked  T/ith  lighter  bro'.7n;   both  sexes  vith  metallic 
purple  patch  on  v/ing.     Usually  seen  on  or  around  ponds,   lakes   or  streans. 


Nature  Study.  Page  7S. 

Permanently  resident.  Considered  our  best  tnble  duck;  feeds  on  grain 
and  seeds  of  aquatic  plants. 

COOT  OR  MUDHEN.  Fulica  americuia. 

Slate-cdored  ,  v;ith  v/hite  bill;  the  connionest  species  )f  i/-^ter- 
fowl  found  on  lakes  and  ponds.  Permanently  resident.  Feeds  on  gnin, 
seeds  and  other  vegetable  matter;  inferior  to  ducks  for  the  table, 

KILLDEER.   Oxyechus  vociferus . 

Back  brown;  underparts  v/jiite;  black  ring  around  neck  -^nd  bl'^ck 
band  on  breast.   Usually  seen  in  the  vicinity  of  ponds  and  lakes;  runs 
rapidly  en  ground  '^nd  is  noisy  on  the  "".'ing.  Permanently  resident.  Feeds 
on  snails  ,  vorms  ,  ^nd  snail  insects  secured  on  moist  ground.  Beneficial 
to  agriculture. 

VALLEY  QUAIL.   Lophortyx  calif  ornic-^ . 

Helmet-like  topnot  drooping  over  bill;  general  tone  of  coloration 
gray;'  nhite  and  bl^ck  markings  on  head  and  throat;  breast  slaty;  rest  of 
under  parts  scaled  ''ith  black;  bron-n  spot  on  belly.  Usually  seen  on  ground 
in  brushy  ^reas ,  vineyards,  orchards  and  grain  fields.  Permanently  resident. 
Food  chiefly  weed  seeds  but  some  insects  are  taken;  a  fine  game  bird. 

WESTERN  .MOUPo^IKG  DOVE.   Zenaidura  ma  cr  our  a  marginella. 

Olive  hro-'/n;  tail  long  and  pointed,  broadly  tipped  v/ith  'vhite 
on  each  side;  sides  of  neck  irridescent  purplish  -^nd  greenish.  Usuilly 
found  feeding  on  ground  in  open  fields;  -vhen  at  rest  perched  in  trees,  A 
summer  visitant,  but  ^-/inters  to  some  extent  in  Southern  C"'lifornia.  Eats 
quantities  of  v;eed  seeds  and  hence  is  beneficial  to  agriculture;  consi'iere^ 
a  earie  bird  in  California, 


•^'atwre  Study.  .  .  Pr^ge  8C, 

TURKEY  VULTUBE  OR  TURKEY  BUZZARD.      C^thBrtes   .-^urr? 

se'otentrionalis . 

Large,  bl3ck,  ';vith  red   featherless   her?.d;     Usually  seen  flying 
high  in  3ir  'vith  motionle!?s  '/i-igs,     A  suinmer  visitant  in  northern  California, 
but  permanently  resident   in  southern  California  and  the  interior  valleys, 
V-^lu^ble  as   a  scavenger;      feeds   on  carrion, 

V/ESTERN  RED-TAILED  H/X'K.      Butco   borealis    calurus . 

Large,  brov/n  bird  usually  seen  circling  high  in  air  v;ith  set 
viings.     Permanently  resident.      Valuable  as   a  destroyer   of   rodent   -^nd  insect 
pests;     seldon  if   ever  attacks   poultry. 

COOPER  OR  BULLET  HAITa.      Accipiter  cooperi. 

A  fast   flying  hawk  of  medium  size  ^vith  light   spotted  breast  , 
slaty  back  and   long  t-^il  banded  'vith  d^rk  brown.     Usually  seen  d'^rting  'vith 
quick  stroke   of   v;ing  near  trees    and  thickets    or  high  in  air.     A  permanent 
resident.     This   is  the  real  chicken  h^^tk .      Feeds    on  birds   of  all  kinds  , 
often  preying  upon  quail  and  poultry.     The   Sharp -skinned  Hawk  is   similar  to 
the   Cooper  Hawk  in  coloration  and  habits  but   is   only  half   its   size,   Tnd  a 
v/inter  visitant  ,  both  are   unprotected  by  law. 

SPARRCIV  HAV/K,       Falco  sparverius   sparvorius . 

Small  reddish-brown  hawk  with  black  cheek  r.iarks.      Usually  seen 
perched   en  telegraph  or   fence   posts    or  hovering   ever   open  fields,      Perrianentl; 
resident.     Beneficial  as   a  destroyer  of  grasshoppers,   cric;':8ts   and  nice; 
seldon  if   ever  attacks   birds. 

BARN   OWL  OR  IIONKEY-FACED  OXIh.     Aluco  pratincola. 

Upper  parts    finely  mottled  with  gray  and   light   brov/n;    under  parts 


Nature  Ftudy.  Page  £1. 

vjhiie   or  light  brovm;   face  ''/hitish.     Usu-illy  seen  in  barns,  hollov  trees, 

or  in  thd  evening  flying  in  ser^rch  of   food.        Perpnnently  resiaent.      One 

of  the  most  valuable   of  birds;    feeds   largely  on  the  pocket  gopher;     has 

been  knovm  to  capture  as  nany  as   fifteen  pocket  gophers   in  one  night. 

BURROV/ING  aVL  OR  BILLY  OY/L.      Speoty^o   cunicularia   hvpogaoa . 

Brownish ,  barrs^-  --ith  lighter  brown  and  white;   legs   long   for  an 

owl;      usually  seen  at   entr-^nce  to  squirrel  bi^rroiv  or  perched   on  fence  post. 

Permanently  resident.     Feeds   on  nice,  ground  squirrels,   lizards,  beetles, 

grasshoppers   and   other  insects;      a  valuable  ally   of   the   farner. 

RED-3HAFTED  FLIGiCER     OR  YELLOV/HAI;J"£R.      Cola:jtes    cafer 

collaris . 

Upper  parts  pinkish  brown  barred  with  black;   shafts  of  tail 
beneath  and  under  side  of  wings  red;  oTaok  collar;  conspicuous  white  rump 
patch.   Permanently  resident.   Feeds  largely  on  ants,  as  nany  as  3000  having 
been  found  in  a  single  stomach;  also  takes  •wood-boring  insects  and  snail 
quantities  of  wild  fruit;  does  act  injure  orchard  trees. 

CALIFORNIA  IVOODPECKS?..  Melaner>:es  f crnicivorous  bairdi. 

Upper  parts  black;  under  parts  and  rianp  white;   forehead  white; 
chin  black  nargined  ^'rith  '"diitish;  black  patch  on  breast;  white  patch  on 
wings  shewn  in  flight;  Permanently  resident.   Usually  seen  on  trunks  ^nd 
branches  of  trees,  especially  on  those  of  oak.   Acorns  are  the  favorite  food 
of  this  bird;  these  are  stored  in  holes  drilled  in  the  bark  of  trees;   ants 
and  other  insects  are  also  eaten. 

PACIFIC  NIGHTHAV/K.   Ghordeiles  vlrgi:-tianu3  hesperis. 

Dusky  black,  barred  with  gray  and  brown;  white  patches  on  wing 


Mature  Study.  Pnge  82. 

and  throat.     Usur^lly  seen  in  the  evening   flying  high  in  the  air   or  over 
thickets;      flushed  fron  ground  in  d^ytirie   on  occ-5.sions.     A  summer  visitant 
only.      Feeds    on  flying  insects   such  as   ants,  mosquitos  ,   flies    and  moths; 
especially  valuable  as   a  destroyer   of  nosquitoa. 

ANNA  HUMfflNGEIRB.      Calypte  anna. 

Upper  parts   irridescent  green;  top  of   head,  threat,  and   ruff  tnetalli 
pink,  bronze  and  green  in  na^e;   usu-^lly  seen  poised  in  nid-air   over  f louvers  , 
gathering  food,     Perinanentiy  resident.     Feeds    on  tiny  insects   and  nectar 
found   in  flo^-rers. 

,  BLACK  PHOEBE.      Savor.iis    nigricans. 

Head  and  upper  parts   blackish;     under  parts  r;hite;   crest    on  head. 
Usually  seen  about   small  bodies    of  '7ater,  bridges,  barns,  and  houses. 
Permanently  resident.      A  fine  destroyer  of  the   common  house  fly  'vhich  it 
sometimes   procures    from  v/indov;  panes    and  '■'indoiv  screens  ;      other   flying 
insects   are  also  eaten. 

\7ESTERM  KINGBIPJ)   OR  BEE  MARTIN .      T--,  rannus   verticalis. 

Head  and  back  grayish;      under  parts   yello-;;  t-^il  black,  nith 
outer   feathers    edged  with  "/hite;    a  patch  of   scarlet    on  crov/n   of   head  usually 
concealed  by  feathers.     Usually  seen  in  open  country  or  perched   on  telegra.ph 
v/ires    or  fences.     A  summer  resident.     Feeds   almost  entirely  on  insects, 
many   of  which  are   injurious;     when  feeding   upon  bees   tal'es   drones   rather 
than  v;orl;ers . 

CALIFORNIA  JAY.      Aphelccoria  clifornica   cilif  ornica  . 

Head   and  back  bright   blue;      breast   and   under   parts  ^--hitish;      long 
tail._    Usually  seen  in  orchards,  thickets    or  v/ooded  areas.      Permanently 


Nature  Study.  Page  83. 

resident.      Feeds   largely  en  aco.'ns  ,   seeds   rjnd   fruit   but   is    often  destructive 
to  fruit  and  almond   orchards   and  to  the  eggs   and  young   of  sor^  birds   and 
even  poultry.      The  d-^rker  blue   jay  with  a  crest   found   in  the  mountains   is 
the  Blue-fronted  Jay. 

VffiSTSRN  JIEADOV/LASK.      Sturnella  neglects. 

Above  streaked  •'7ith  gray  and  brown;     yellov/  belcrr?  with  ^^lack  coll' t 
on  breast;     t^vo   outer  tail   feathers  white;     bill  ^bout   as   long  33   head. 
Usually  seen  in  open  fields    on  the  ground  but   sometimes   perched   on  telegraph 
poles   and   fence-posts.      Permanently  resident.      Feeds    on  grain,  seeds   and 
insects  ;     as   a  rule  a  valuable  ally  of  the  f  ar;:ner   because  of  its   destruction 
of   insect   pests,   such  as   grasshoppers,   crickets,  wirei-'orrns   and   cutvorr.s. 
BULLOCK  CRICLE.      Icterus   bullocki. 

Top   of  head,  back  and  narrow  throat   p-stch  blsck;     white   patch  on 
wing;      under  parts    or-^nge   yellov;  in  m-<le  ,   lighter  yellov;  in  female.      Usually 
seen  in  trees.      A  summer  visitant.      The   oriole  eats   some  fruit  but  most 
of  the   food  is  made  up  of   injurious   insects  such  as   black  3c?le  ,   ^nd   codling 
moth. 

BI-COLORED  BLACKBIRD .      /.gelaius   rubermtor  c^lif  ornicus  . 

Hale  black  with  red  patch  on  wing;      female  gray,  streaked  with 
brown.     Usually  seen  in  marshes    or  near  tules.      Permr^nently  resident.     Feeds 
on  grain,  weed  seeds   and   insects;     cometines   destructive  to  grain  and 
Egyptian  corn, 

BRE^TER  BLACKBIRD .        Kuphagus    cy^nccephalus  . 

liale  glossy  blue  black;     T/hite  eyes;   female  brownish;     walks 
instead  of   hops.     Usually  seen  on  the  ground,   or  lawns,   or  in  fields    or 


I'^ture  Study.  Page  84. 

oi'chards  ,  but  als6  pei'ched  in  pine  trees    or  en  telegraph  v/ires .      ?errj3.nentr.y 
resident.     Destroys  some  gr-j.in  but   usurilly  compens-^.tes    for  it  by  the 
destruction  of  grasshoppers,  v/hits-grubs  ,  v;ireworii\s  ,  cutwornis   and  ^veed  seeds. 

SONG  SPARROV/.       Melospiza  r.elodia. 

Above  dark  bro",'nish;     belov;  v/hitish  conspicuously  streaked  v.dth 
d.'irh  bro'.iTVi;   a  light   streak  over  eye    and  a  light  stripe  dov;n  center   of  hcr^d, 
Usuilly  seen  on  ground   or  in  bushes.      Permanently  resident.     Feeds   almost 
v'hoiiy  en  i7eed  seeds;    a  fine  singer, 

LINNET  OP.  HOUSE  FINGK.      Carpodacus   nexicanus   frontalis. 

Male  \7ith  red  head  and  rump;    otherwise  gray,  streaked  ^'/ith  brown; 
fermle  grayish  obscurely  streaked  -.•ith  light   brov;n.      Usually  seen  about 
houses,  gTrdoiiS   and  orchards,  and  about  vveed  patches;      often  perched   on 
telegraph  7'ires .        Permanently  resident.        Destructive  to   fruit;      during 
the  '.7inter  feeds    on  v/eod  seeds.     Not   protected  by  law. 

ENGLISH  SPARROU  OR  HOUSE  SPARROV/.      Passer  domesticus. 

Head  gray  bordered  v;ith  stripes    of   chestnut   in  male;     br^ck  brovm 
streaked  with  black;      under  parts  gray;     throat  balck;      female   less  brightly 
colored   and   lacking  black  throat   patch.      Usually  seen  feeding   on  the  ground 
in  streets    cr  about   houses.     Fennanently  resident.      Introduced  from  Engl-r-nd 
many  years   ago,   it  has   spread  rapidly  and  now   is  to  be  found  throughout  the 
State.      Destroys   grain,    fruit   and  vegetables   and   drives   av/ay  native  insec- 
tivorous  birds ;     a  bird  pest   not  protected  by  law. 

Y/HITE-CR0\7NED  SPARROW.      Zonotrichia  leucophrys. 

Ashy  gray,  the  back  streaked  v/ith  brownish;     a  ^'/hite   crown  p^tc; 
bordered  by  bands    of   black  v/hich  in  turn  are  bordered   on  each  side  v;ith 


l.iture  Study.  Page  85, 

successive  stre'^.ks   of  ';hite  ^pd  again  cf  black.      Usually  se<?n  on  ;;rouiid 
about  brush  piles   or  bushes.      One  ^'/hite -crowned  s^jarrov;,  the  Nuttall  Sparrov, 
is   a  permanent  resident;     another,  ths  Interme^i'^'te  Sparrow,  is   a'vinter 
visitnnt.      Sometimes  destroys   sprouting  vegetables   i.n<-l   fruit  buds,  but 
feeds    largely  on  ^-/eed  seeds, 

GREEI'I-B/.CKED  GOLDFINCH.     Astr-^p;  ilinus   psaltria  hespernphilus 

Top  of   head  bl*?.ck;     back  olive  green;  'vhite  bar   on  v;ing ;     under 
parts   yelloiv;      often  cn.lled   "'vild  canary".   Usually  seen  feeding  in  'veed 
pr^tchea   but   often  in  gardens,   orchards   and  fields,     Per:aanently  resident. 
A  fine  singer  and  valuable  as   a  dstitroyer  of  weed  seeds, 

CALIFC?J\IA  TOr-fHSE   OR  BRC\7N   BIRD.      Pipilo   crissalis. 

Pl-«in  rrov/n  .Tbove   -^nd   belo'^;      ?   bright,   reddish  brov;n  patch 
bener^.th  t-?.il.     Usually  seen  feeding   on  ground   near  shrubbery  in  yards  , 
orchards    or  brushy  areas.      Periiianently  resident.      Food  chiefly  weed  seeds. 
BLACK- HEADED  GROSBEAK.     ZTmelodia  inelanoceohala, 

He'^d  aud  back  black;     brea'st   ^nd  rump  cinn-^ron  brc/n;     vhite  pat'ih 
on  'vings  ;      female   Iscks   black  -Thich   is   repl-^ced  by  bro'Tn.      Usually  seen  in 
orchards   or  in  trees   along  stre-^ms.     A  summer  visitant.      A  fine  singer  -^nd 
beneficial  in  the  destruction  of  black  scale  and  codling  noth;  destroys 
some   fruit. 

CLIFF  SV/ALI0\7.    Petrochelidon  lunifrons    lunif  rons  , 

Back  bluish  black,   forehead  whitish   or  brownish;      a  grny   collar 
on  neck;      ohin,   breast   and   rump  brown;     tail   short   -jnd   square,      UsuTlly  seen 
flying  about  buildings    or   cliffs  where   it  builds  mud  nests.      A  summer   visi;.-,i--. 
The   food   is    composed   of   flying   insects  .nr^ny  mosquitos   ^re   eaten. 


Nature  Study.  P.-'ge  86. 

CALIFORNIA  SHRIKE  OR  BUTCHER  BIRD.   Laidus  ludovicinnus 

g-^iTibeli. 

Above  slate  gray;     belo'v,   grayish  'vhite;  v/ings  bi^ck  with  white 
patche?;     bill  hooked;      black  stripe  through  eye.      Usuilly  seen  perched   on 
tree,  telegraph  'dre   or  fence  post.      Perr^anently  resident.     Benefici'^1  as 
destroyer   of  mice  and   injurious   insects  v;hich  are   often  impaled   on  thorns 
•;nd  barbed  '"/ires;      occ.isionally  kills   snail  song-birds, 

\7ESTERi-J  '.7ARBLING  VIREO.        Vireosylva   -ilva  SA^air^soid. 

Above   olive  gray;     below  whitish;     white   superciliary  otripe. 
Usually  seen  in   foliage   of  trees   along  stream.      A  sumrier  visit'-nt.      Food   is 
nade  up   o:    insects   and   larvae  taken  fi'Oin  foliage   of  trees. 

AUDUBON  '7ARBLER.  Dendroica  auduboni. 

Above  and   below  bluish  slate    rtreaked  with  black;     white   patches 
on  v/ings   and   on   cuter  tips    of  tail;      a    ..">tch   of   yellov;   on  top   of   head,  throat, 
shoulders  and  rupip.      Usually  seen  feeding  in  the   lolia.i^e  of  treeJ    or  captur- 
ing  insects   in  the  air   like  a   fly-catchor,      A  winter  visitant,   breede   in 
high  mountains.      Feeds   entirely  on  insects, 

T/E3TERN  MOCKIKGBIRD.      :.Iiinu3    polvg lottos   leucopterus  . 

A.bcve  gray;   below,  whitish;     'vhite   patcii   on-;if.gs;      two    outer 
tail   feathers  white.      Usually  seen  ne^r   citrus    orchards,   houses    or  along 
arroyas,      Perr-.^nently  resident   in  southern  California.      Sings    at   night; 
eats   instcts  ,  berries    and   fruit, 

'wESTERl.'  HOUSE  VREN.        Troglodytes    aedon  uarkr.^ni. 

Above  brown,   finely   Darred  -'/ith  blacltish;     tail  held   at    angle  to 
body,   barred  with  gray   and  black;      belo'v  ashy  brown.      Uou.ally  seen  about 
houf'es    or  buildings  v/}iere   it   nests    in  hole=3    or   in  wooded  areas  "/here   it   ne^Jt^ 


Nature  Study.  Page  3'l . 

in  cavities.     A  summer  visitant  except  in  part  J    of   southern  C^lif  or.ri'.. 
Feeds   entirely  on  insects. 

CALIFORNIA  BUSH-TIT.      Psaltrip^rus   minipus   cr».Iif  ornicus  . 

Small,  gray  bird  v/ith  lo:;g:  tail  -^nA  small  bill.     Usually  seen  in 
flocks    (in  winter)    feeding   in  foliage;      individuals    of   flock  keep  up  constant 
chatter;     build   lonr^  h-'nging  nests.     Permanently  residexit.     Insects   hanaful 
tc  trees   such  as   scale  ana    caterpillars    form  the   chief    food. 
'■/REN  TIT.      Ch^rraea    fa-ciata. 

Pro^'mish;     long  tail  held  ^/ren-like.     Usually  seen  in  shrubs 
or  bushes;     the   call  a  loud  v/histle   on  same  pitch  ^-dth  each  succeeding  not 
shorter,    ii    oftsn  heard  in  brushy  canyons.      Permanently  resident.      Feeds 
on  insects . 

V/ESTERN  ROBIN.      Pla.iesticus   i.dgr'^t  orius   pr oping uus  . 

head   blackish;      back  slaty;      tail  blackish;      throat  •'-.'hite;   breast 
reddish  bro'vn;      belly  'vhite.      Usually  seen   on  '3;round   or   in  trees.      Permanent- 
ly resident   in  mountains   but    a  vinter  visitant   in  the   valleys.      Sartto/orms  , 
insects ,   berries    and   fruit    are   eaten. 

V/ESTERII  BLUE3IRD .        Sialia   mcxicana   occidentalis. 

Hale,   above  bright   blue;      thrct   l^^" ;   breast   and   sides    chestnut; 
belly  '-rhite;      female  ^vith  gray   l"?rgely  replacing  blue  and   chestnut,  mking 
coloration  much  dullar.  Usually  seen  in  open   fiends  ,    orchards  ,   and 

'■/coded   ^reas,  Permaiiently  resident.      Food   chiefly  insects,   rT?ny   of  which 

are   injurious   to   crops. 


nature  Stu'iy.  Psge  88. 

BOOKS  m.  BIRDS. 
Bailey  ,F.   U, 

1914.     H'.yi'ibook  of  biris   of  the  western  United   States    (4th  revised,   ed , 
Houghton,   Iliffliri   Co.,   Boston  and   N.    Y.),   li ,   1-570,    35yls., 
2  diagrams,  601  figs,   in  text.      Price   03.50.      (The  best  handbook 
on  i/estern  birds;   co/itiins  good  keys  to  the  species.) 
Finley  Y/.   L. 

1907,      Ar;ierican  birds  '(Chas.    Scribner's    Sons,   N,   Y.),   xvi  ,   I-2567  127 

figs,   in  text.     Price    vl.50.      (General  account   of   hibits   of  pary 
•vestern  birds;   suitable   for  general  reading), 
Ilyers   H.   n. 

1913.      The  birds'    convention  (Out  'Vest  Magazine,   Los  Angeles,   Col)  ,pp 
1-81,   36   figs,   in  text.      Price  75;;.      (Excellent   for  -use  as   a 
^u.jplenentary  reader  by  the  gran-nar  school  teacher,) 

Torrey  ,   B.    B. 

1913,   Field  days  in  California  (Houghton,  IliffliP  Co.,  N.  Y.),  12,  23:., 
5  pis.  Pi'ice  01-5O.   (personal  reminiscences;   many  references 
to  the  habits  of  California  birds.   Thoroughly  acrur'-te,  and 
reliable;  good  style). 

pa:'phlf.t3. 

The   follo'ving  bulletinc    -^nd   circulars   j;.;iving  details    ^s   to   food   habits 
of  birds,   can  be   obtaixied   free  by  a^jplyi/'g  to  your  congressnan  at  Warshiiigton . 
D-    C.  ,    or   at   a  slight   coot    froi'  the   Superintendent   of   Documents,  l793hi:-'gtori, 
D.    C.  ■  ' 


J-^ture  Study.  P-^ge  89. 

Beal ,   F.   E.   L. 

1904.      Some  coinnon  birds   in  their  relation  to  rigriculture.      United 

States   Dep.?rtinent   of   Agriculture,   Farmers   Bulletin  54,  pp  1-48, 

22  figs,    in  text.    (Food  habits    of  ::i.-5ny  California  birds)    50. 
1904.     The  relr?tioi  of  birds  to   fruit  gron'ing  in  California,     U.   S.   Dept, 

of   Agriculture,   Annual  Report,   1910,   pp  241-254.    5^. 
1907.      Firds    of    Calif orni-.   in  relation  to  the   fruit   industry.      Part    1,   U, 

S,    Dept.   Agric.  ,   Piologioal   Survey  Bulletin  30,   pp.    1-100,   5   pis.. 

200. 
1910.      rirds    of   California  in  relation  to   the   fruit   industry.      Part   11,   U. 

S.    Dept.    'gric.    Bur.    Biol.    Surv.    Bull,   34,  pp   1-96,   6   colored 

plates.     405^;, 
Eeal,   F.   E.   L.   and  IlcAtee,  ^'.   L, 

1912.      Food   of   some  v;ell-knov/n  birds    of   forest,   farm  and  garden.      U.   S. 

Dept,   Agric.    Farners   Bulletin  505,   pp.   1-35,   16   figs,    in  te;;t, 

(iLany  references  to  food   cf   California  birds.)      5^. 

Professor   Harold   C.    Bryant :-  _4  list    of   Ccmmcn  California  liacir.ials    for  Study 

in  Ri;ral    Schools  .  « 

CALIFORNIA  MOLE.        Sep  anus    latiinanus. 
About   6   inches   long;   short  tail;   bronnish  glossed  v;ith  silvery;    nc 
visible   ears;      rdnute   or  rudiir.entary   eyes;   broad   flattened   front    feet  vith 
strong   cla-7s.      The  v;orkings   usually   a  ridgo   on  the   surface   of  the  ground, 
but   sometinies   a  mound   cf   s-^rth,   are   more   often  seen  than  the  animal  itself. 
The   principal   food   is   eartb-.'crms  ,   larvae   and   insects;   so   far  as   food  is 


Nature   Study.  P^-S^   50. 

conceraed  tha  r-ole  is   ->  benefit  but  the   Tiiim-^l  often  destroys  garden  true': 
ind  is   destructive  to  l-^'vns   'iec3US2   of   its   h^bit   of  -./orking  r3.bout   anion^ 
the   roots   nrA  ?llo'7ing  ther  xo   dry   cut. 

PACIFIC  PALLID  BAT.  Antrozous  p.^cificus. 
3-)to  -?.re  the  only  ■.•.tip.-tjIs  v;ith  'vell-developed  po-  'ers  of  flight ; 
this  h3.t  is  of  large  size  (3  inches)  ,  large  ears,  and  is  buffy  l^roY/n  above 
r5nd  -lull  --/hite  belo'v.  Usually  seen  flying  about  in  the  3ir  at  twilight  or. 
sumricr  evenings,  but  Gorietires  hanging  head-dowrcvard  in  the  daytime  in  old 
buildings.  Feeds  on  boring  beetles,  Jorusalem  cridkets  ,  tomato  •.vorm  moths 
r^nd  other  injurious  insects;     r;holly  beneficial. 

CALIFORMIA  VALLEY  COYCTS.        C^nis    ochropus. 

About   45   inches    long;   -ibove  r-ixed  '-.'ith  buffy  ind  bl^cl:;    belov/ 
♦ 
v/hitish  tinged  -/ith  buff;      long  nose;   sh-^rp,  pointed   e"?rs  ;     bushy  t"il. 

Usually  seen  loping  across    open  fields,  but   nost    often  recognized  by  its 

peculiar  bark  he^rd  at   night.      Feeds    on  snail  mamrmls   such  as   rabbits  , 

squirrels    -?nd  gophers,   and   on  insects;     more  nrely  on  carrion;   destructive 

to  sheep  ^na  poultry  but    often  a  vlu^ble  ally  in  holding  rodent   pests   in 

check;   d-'ngerous   as   n   carrier  of  rabies, 

KIT  FOX.  Vulpes   m-^crotis  . 

About  37  inches  long;  grayish  buff  'vith  buffy  breast  -ind  front 
legs,  3nd  buffy  v/hite  underpTi-ts;  tip  of  bushy  tail  chestnut.  Seldom  "Been, 
■=>s  it  prcjls  a.bout  only  at  night.  This  is  the  fox  of  the  open  country. 
Feeds  largely  on  snoll  rodents. 

CALIFORNIA  COON .   Procyon  psor?. 

Tot?l  length  about  33  inches;  general  color''tion  grayish;  a  b--o-d 


i 


Nnture  Study.  F.-^^e  91. 

tl3.ck  b^nd  across   each  side   of  the  f'^ce  t.Tking  in  the  eyes;   t-?il  hro'rnish 
with  five  to  seven  ri.igs    of  dusl'.y  or  bl3ck;     tip  of  tr?il  bl^ck.      Geldor 
seen  except  st   night   or  v;hen  tnpjed;      chr?racteriotic  tr-v.c'/s   often  to  be 
noted  :^lorig  streams   or  .-ibout  tule  p-'tches.      Food  includes   nice,  smll  birds, 
irsGcts  ,   frogs,    fish  inci   fruit;      sor-etimes   destructive   to  poultry, 

SPOTTED  SKUNK.        Spilo-:-^le   phonx. 

About    15   inches   long;   blick  ^-i-ch  four  p^nllel  'vhite  stripeo    o;: 
onck,    oheise  stripes    often  broken  up  into  spots;   r?  -;hite  spot. on  forehead; 
terniin.-^'.  third   of   t-il  'vhite,     lidos   in  d^ytine,   but   is    often  seen  noviAg 
r^bout   3t   night;    sonetipes    called  hydrohbohia  skunk.      Feeds    on  nice,  birdo  , 
eggs,   insects   -jnd  grubs;      often  destruotive  to  poultry. 

CALiroIUIIA  STRIPED   SKTJNK^,      Ilephitis    occidentnlis . 

About    27   inches   long;      blnck;   a   nirrov;  ';;hite  stripe    on  top   of 
head;      a  brcnd  -/hite   atriue  starting    o:'   neck,   dividing   on  shoulders   and 
extending  along   each  side   onto  the  t-'ii.     Usually  scon  -it  night   unlees  dis- 
lodged   froi.i  its   hiding   plr^ce.      Feeds    on  i-^ice ,   snail  birds,   eggs,   frogs, 
insects   -r-nd  grubs;   sometimes   destructive  to  poultry  and  bees. 

CALIFORNIA  BADGER.        T3xider^    iicglect-^. 

About   29   inches    long;   stout;   grayish  tinged  'vith  brc/n;    '.   n-;,rro" 
'■/hite   stripe   over   he'^d   ■'nd   do'vn  b-^ck;      nose,   sides    of   f'ce,   ^nd   patch  in 
front    of   e-^r  black;      fore   clatrs    long   ^nd   only  slightly  curved.      Usually 
seen  seated   in  front   of   burro'7   or  digging.      Food   is   coDpoced   largely   of 
small  rodents;     beneficial  to   agriculture. 

CALIFORNIA  V/ILD   CAT.      Lynx   c^.l:  f  ornicus  . 

Aboud;    32   inches    long;   above  grayish  spotted  '"•itii  '~ro';n  cr  bl-':!:- 


'^ 


Nature   Study,  Page  32. 

t-^il  short,  bl-^ok-tipped  ?»ncl  with  bl-^.ck  bars;   tufts   on  eirs.      Occasiomlly 
seen  in  '•/oo'ied   -^rd  brushy  .'?re'=»s   in  the  daytime,  but   hunts   l."=irgely  ^t   night. 
Feeds   o:    small  mammnls  and  birds   and   en  poultry. 

'7HITE-F00TED  MOUSE  OR  DI3CR  HOUSE.    Poronyscus   manicul-^tus . 
About   6  inches    lo.ng;   ears    large;    feet  v/hite;  grayish  bro'vn  above, 
i-'hite  belo";;  tail  blackish  above.     Usually  seen  in  brushy  ,'?re.'iS  ;    often 
lives   in  nests    of  the  wood   rat;     seldon  feeds   curing  daylight.     Food   is 
inade  up   of   vegetable  r.iaterial,  rostly  seeds,   stems   and   leaves    of   plants, 
■■7C0D  HAT  OR  TRADE  RAT.        Keotom  fuscipes. 
About   15  inchss    Icng;  tTil  loig;    large  e^rs  ;    -^bove  grayish  brown, 
below  grayish  v/hite;   fore   feet   and  toes    of  hind   feet  white;  tail  blackish. 
Usuallj''  seen  in  brushy  areas   in  close  proximity  to  the  large  cone-shaped 
piles    of  sticks  which  serve  as   a  nest;      sometimes  seen  in  trees.      The   food 
is   varied,   but  made  up  largely  of  vegetable  material  such  as  seeds,   stems, 
and   leaves    of    plants. 

CALIFORNIA  IlEADOV/  HOUSE,      racrotus    calrf  ornicus  . 
About    5  inches    in  length;   relatively  short   tail;   small   ears;   above 
brownish;    below  dark  gray.     Usually  seen  in  grassy  fields    or  meadows  vihcre 
a  net'"'ork  of   runways,  some   -ibove  and  soL^e  below  the  surface,  are   in  evidence. 
Feeds    on  tne  stems   and   ie-ves    of  grass   and   ether  plants  ;      cometimes 
destructive  to   alfalfa  and   other  growing   crops. 

CALIFORNIA   POCKET  GOPHER.      Tho-j-iomys   bottae. 
Six  to  nine   inches    Icr.g;   body  stout,   blackish  brown  in  color; 
eyes   and   ears    small;   prominent    incisor  teeth;    external   cheek  pouches    on 


Nature  Study.  ■•  P-^ge  93. 

each  side  of  mouth.     Usurilly  seen  poling  its  he^id  out  of  the  entrance  of,  or 
pulling  weed  stalks   into  the  burrow;   a  succession  of  mounds   of   e'^rth 
indicate  plugged-up  entrances  to  the  burro^;.      Food  is   composed   of   succulent 
ro-^ts   and  stems    of  plants   and  trees;     destructive  to   fruit  trees,   alfalfa  and 
veget-)bles  and   other  grov/ing  crops. 

CALIFORNIA  GROUl'ID  SQUIRREL.      Citellus  beecheyi. 
About   16  inches   in  length;  tail  long;   e^rs   large;   above  grayish 
br Qv/n  finely  spotted  v/ith  v/hitish;   a  whitish  patch  on  the  aides    of  the  neck 
extending  backivard   onto  the  sides;     tail  bro'vnish.      Usually  seen  running 
or  standiiig  picket-like   in  open  fields;    lives    in  colonies;  burro\7S   characteris 
tic.   Feeds    on  grain,  seeds,   nuts,  green  plants  and  vegetables;   destructive 
to  grain  and   other  growing  crqjs;  dangerous  as   a  carrier  of  bubonic  plague. 

CHIPlfUNK,     Eutamias    (various   s,jecies)    . 
Seven  to  eight   inches   long;   brov/nish  yrith  dark  stripes   along  face 
and  five  stripes   of  dTk  brovm  donn  back  separated  by  four  light   stripes. 
Usually  seen  in  brushy  or  forested  areas   in  the  mountains.     Food   largely  seed? 
GRAY  SQUIRREL.        Sciurus  griseus. 
About   22   inches    long;   gray  grizzled  with  ^/hite;  dull  "'hite  eye 
ring;   tail  flattened,  long  and   bushy.     Usually  seen  in  trees.      Feeds   largely 
on  acords   and  pine  nuts. 

CALIFORNIA  JACK  RABBIT.      Lepus    calif ornicus . 
About   22   inches    long;   grayish  mixed  with  black  and  tinged  v;ith 
brown;      long   ears   tiijped  v/ith  black;   t?il  black  above,  grayicih  belo^v. 
Usually  seen  in  open  fields.      Food   consists    of   herbage   of   all   kinds- 
destructive  to  young  trees   because  the  bark  is    eaten. 


Nature  Study.  Page  94. 

COTTONTAIL'   Svlvil^g:u3  auduboni. 

About  15  inches  long;  grayish  above;  throat  and  beily  ■ihite;   tail 
grayish  above,  white  beneath.  Usually  seen  in  brushy  areas  v/here  open 
spaces  are  to  be  found.  Food  composed  of  snail  plants,  tv/igs  and  bark; 
sometiiies  destructive  to  young  trees. 

CALIFORNIA  BRUSH  RABBIT.   Sylvilagus  bachmni. 

Above  grayish  brovm  mixed  ^-illh   blackish  and  tinged  with  brovm, 
t.Til  small,  tinged  v/ith  grayish  brcwn  above  and  on  sides  , white  belo'v; 
distinguished  from  cottontail  by  d3rker  color,  and  shorter  earn  and  tail. 
Usually  seen  in  thick  brush  seldom  venturing  far  from  its  shelter.  Food 
largely  the  stems,  leaves  and  bark  of  p\ants ;  widely  used  as  food. 
BLACK-TAILiiD  DEER.  Cdocoileus  cclurbiTnus. 

I.'ale  v;ith  antlers;  in  -/inter  grayish;   in  summer  brownish;  has 
shorter  ears  and  is  not  as  large  as  mule  deer  v/hich  is  found  in  the  Sierras. 
Usunlly  seen  in  forested  or  brushy  areas  in.  Coast  region  north  of  San  Luis 
Obispo  County.   Food  largely  leaves  and  twigs.   One  of  the  best  large 
game  mammals;  about  12,000  deer  are  killed  annually  in  this  state. 

BIBLIOGRAPHY. 

Grinnell,  J. 

1913.   A  distributional  list  of  the  mammals  of  California. 

Proc.  Calif.  Acad.  Sci.,  4th  Ser.,  3,  255-390,  2  pis. 

Geton,  E,   T. 

1910.        Life  histories    of  northern  mammals.      (Chas   Scribaer's    Sons, 

N.   Y.),   2   vols.,   XXX,   1267,   46   pis.,   182   figj. 

Stephens  ,   F- 

1906.        California  mammals.      (West    Coast   Pub.    Co.,   S.^n  L:ep;o,   Calif,"! 


Nature  Study.  Page   &5. 

Stone,  '7.   und  Cr.^m,  \7.  E, 

1902.       Americnn  animals.      (Doublei-?y,  Pr?ge  &  Co.),  xxiii     318, 

numerous  pis.,  in^ny  figs,   in  text. 

Course  of  Instruction  in  Agricultural  Nature   Study  Suit.^ble  for  the  Ruril 

Schools    of   C-^lif  ornia. 

A.     The  material  that   follows   is  grouped  under  four  general  topics,   viz:- 

1-  Human  Meeds,   Interests   and  Activities. 

2-  Plant   Life, 

3-  Animal  Life. 

4-  Natural  Phenomena  and  the  Inorganic  \7orld. 

E.      Since  human  needs   are   considered,  the  physiology  and  hygiene  for  the 
first  six  grades    is   included   in  nature  study.     The   instruction  in  Physiology 
and  hygiene  nay  be  given  during  the  ^vorst  'leather  of  the  ^vinter  months  r/hen 
there   is  more  need   of   emphasizing  the  cire   of  the  body  and  the  observance 
of   health  conditions   in  general.     Besides  ,  this  work  lends   itself  to  indoor 
instruction  nhen  v/eather  conditions   forbid  much  outdoor  '-/ork.      If   desired 
^n  elementary  text  as    "Health  Lessons,"   "   The  Body  in  '/hich  \7e  Live",   etc., 
may  be  used  as   a  health  reader  in  the  Third,  Fourth  Fifth,  and  Sixth  Grades. 
Of   course  for  the  First   and   Second  Grades   all  instruction  in  health  lessens 
and  nature  study  is   oral. 

C.        See   Part   II,  Elements    of  Agriculture,   for   outlines   and  materials    for 
course   of   instruction  in  elementary  agricu?.ture  for  the   Seventh  3nd  the 
Eighth  grades.      This   Fart   II  may  be  substituted  for  the  v/ork  outlined  belo-/ 
for  the   Seventh  and  the  Eighth  grades   in  Agricultural   nature  study.      A.s  ^ 
patter. of    fact   the  difference  between  Agricultur-1   nature  study  and  the 


l4.-?ture  Stu-iy.  ■  P-Tige  95. 

elements   of  Agriculture  in  these  tvo  grades   is    not  very  m-^rked.     As  w.?.s 
stTte'i   on  p-^ges    19  nnd  20  of  these   outlines;      "It  ir-ikes  no  difference  whether 
•ve  c^ll  it   elementary  Agriculture  or  Agricultural  nature  study;   it   is  the 
sr.ine  thing  r^nd   should  be  so  understood.      It   is  the  study  of  pl3nts   ^nd 
7ni-i3ls  ,    of   soils   -^M  neither,  of   natural  forces   r^nd  phenomena,  of  the 
interrelations   3nd  interdependence   of   mtur^l  objects;    of  the  relation  of  ^11 
these  to  T^tc■n ,  .Tnd   of  m?n's   po^ver  in  controlling  them  ^nd  n^^kiiig  them  v;ork  for 
his  good,"     Beginning  with   "VII"   on  u^ge   17  .^nd  ending  with  "9"   on  P''ge   20 
review  the  re-^dings  there  r=is3igned. 

D.  See  lart   III,  Elements    of   School  Gardens    -  Also  Home  Gardens    -  for 
sugges'i^ions   ns  to   out-door  l^bor^tory  work  3nd  project  "ork. 

E.  Finally,  the  follo'vihg   outlines   ^re  suggestive   only.     The  1.3St  word  has 
not   yet  been  c.^id  with  reference  to  the  selection  of  material  for  r^ny   course 
of  instruction  in  mture  study  and  agriculture.      It   is   hoped  th^t  the 
suggestions  that   follov;  will  prove  helpful.     The  teacher   is   urgeo   to  improve 
on  therg.      See  again  pages    9,   10  and  16   of  these  outlines. 

I-      Outlines    for   First   Grade. 

Children  of  the   First  and  the  Second  grades  want  to  know  thexr 
environn-ent   in  a   large,  general  way  and   are   not   old  enough  to  be  intereste'^   in 
minute  details.      Review  pagos    39,  40  of  these   outlines,   noting  references   4,5, 
1.      Human  Needs,    Interests   and   Activities. 

Informal  talks  with  the  children  about  their  hordes  to  make  them 
feel  at  ease  in  the  school   ^nd  to  show  them  th-?t  the  school  ia  interested  in 
the  home   life   of    its   pupils.      Encourage   each  child  to  have   a   ;jart   in  these 
converr5ational   lessons,  thus   giving   opportunities   for  drill   in  correct    oral 


.:-itK.re  Study.  Psge   9?. 

ex^jreosion  in  thinrs   related  to  the  life  of  the  child. 

"^he  Hone:-     The  house  "ind  the  need  of   shelter.  I'^terinls  th-^t  enter 
into  the   construction  of  the  hovige.      'There  obtniiied?     Labor  needed   in  the 
co.istructicn  of  the  house,      i;e^tin£*ways  ;   lighting  ?s   candles,   Irimps  ,  electric, 
';:'?j  ;     v'3tor  :az  the  house.      Des-iription  of  the  house,   rooms  vrith  furnishings, 
conveniences,  etc.      The  surroundings    of  the  house,  the  lri',Tn  v;ith  its  trees, 
shrubs,   vines   ^n^.  flov/ers.      Changes   ?5bout  and  in  the  hause  because    of   seasonal 
ch-^nge!=    in  v/eather.      He-ilth  Tnd  hygiene   of  the   home.      Duties    of  the  various 
Defflbere    of  tl:e  household  in  raking  the  house  attr-i'',tive  and  comfortable.   Ideas 
in  cooperatior  'vith  certain  activities.      Find   out  wh?t  the   child   does   or 
contributes  to  this  social,  service.      Flay  activities    of  the  children  at 
home;     the  pleTf^ures    of   fan-.ily  life,  the  visits    of   neighbors,   etc.      Homes    of 
bcyo   and   &,irls   in  other  i.'nds.     In  short,  questions   and  talks   in  language 
suited  to  be.^inner?  to  sho^v  the  universal  human  need   of  shelter  and  the 
impcrt-ncG   of  the  homo   as   the  basal   institution  in  corinunity  life.    Keep  in 
rdnd  the   fundamental  principle   of   pedagogy,   Vin  :    "Te'=>ching  both  in  matter  and 
method,  inust  be  ad-^pted  tc  the  capability  of  the  taught."     See  pages  42  and  43. 

Fo od  : -     A  second    fundamental   hum-'n  need.      Have  the   children  mrae  all 
the  different   foods  tnat   cc:ie   frov.)  the  garden;    from  the  field;   from  the 
orchard;    from  animals;      from  the  store.     V/hen  harvest  and  how  store  products 
of  garden,    field    ^nd    orchard?      Provisions   for  the   future.      Changes    in  certain 
articles    as  whe'it    into   flour,   etc,   processes,  vhere   and  by 'horn.      Things 
that   cause  a  shortage   of  food.     VJork   of  various  members   of  tho  household  in 
the  groT/ing   and  the  prepar^tion  of   food.      Duty   of   the   child   as   an  economic 
factor.      The  needed   articles    of   food   -  salt,   sugar,   etc   -  not   gron'n   or   found 


Hrjture   Study,  Pflge  93. 

in  the  pupil's   locality  or  state.     Ho'-'  secured?     Bring  out  the  idea  that 
the  entire  v;orld   is   a  great   human  family  where   it  is  the  duty  of  each 
■.jercon  toncontribute  something  of  benefit  to  soire  one.     The  interrelation 
and  interdependence  of  peoples   fnd  communities.      Begin  to  develop  in  country 
children  the  social,   cooperative,  community  ide3l  3S   opposed  to  the  selfish 
indivi'iualistic  idea. 

Clothing: :-       A  third  fundamental  human  need.      Kinds   of   clothiig, 
T/oolen,   linen,   cotton,  silk,   leather,  etc.,  and  where  each  is   obtained.      Uses 
of   clothing.      Seasonal  changes  and  adjustment   of   clothing.     Talks   about   cloth- 
ing and  drygocds   stores.      Preparation  of   clothing.   C-^re  and  hygiene   of   cloth- 
ing.     Clothing   for  indoors   and   out-of-doors.      Clothing  of   prir.dtive  people. 
Clothing   of  ^-.copies   of   other  Imds,      Contrast   Al3ska  and  Hav/aii.     Discussion 
of  need   of   keeping  the  clothing  -^nd  the  body  cle^n  ^7111   ^id  in  fixing  hygienic 
habits . 

He -^  1th  Lessons  :-     Any  good   eleinent^ry  text   in  physiology  and  hygiene 
i^'ill  furnish  abundant  material  .^s  the  b-isis    of  nr^ny  important   health  talks. 
Air,   food   •^nd  crater  needed  to  sustain  life.     How  is   air  made  impure?     Bad 
odor  in  the  roovi,  how  caused?     Need   of  ventilation  and  how  secured,     V/ork  of 
the  lungs.     \Tl'iy  keep  the  skin  cle^n?     Hov;  often  Bathe?     Care  of  teeth,  hair, 
f -^ces  ,  hsnds   ^nd  mils.     ?Ceeping  school  materials    cle-?n,  desks,  books,  drirki 
cups,   etc.     Preparation  of   foods.     Best  ";ays   of  cocking  different   foods.     Namh 
foods   best   for  the  different  me-ols.     'Jhat   constitutes   a  good  school  lunch? 
IJanner   of   eating.     Various    items   in  house  cleaning  after  the  v/inter   cr  rainy 
season  is    ever.      Cleaning   of  the  y^rd.      Children  help  in  house-cleaning. 

Seasonal  Activities  :-       Character  of  v;ork  on  the  nnch  during  the 


Nature  Study  P'^^ge  99. 

dry  season,  haying,  harvesting  grain,  picking  fruit,  etc.  After  sufficient 
rain,  the  plowing  and  seeding.  The  annual  pruning  of  orchards  and  vineyards, 
why?  The  spraying  of  fruit  trees,  etc.,  why?   Cultivation  of  orchards  and 
vineyards,  why?  Conservation  of  water  supply,  irrigation.  Dust  in  roads  ho"; 
controlled?   Special  industries  as  canning,  pickling,  lumbering,  etc.,  in 
the  particular  community.  Outings,  fishing  trips,  hunting,  neighborhood 
picnics  ,  community  fairs  and  various  other  agencies  for  recreation  and  the 
socialization  of  country  life.  Play  festivals  for  old  and  young. 

Institutional  Life:-  Need  of  a  school  house,  n  church.  Activities 
of  folks  that  cause  the  need  of  other  public  places,  such  as  the  store, 
creamery,  blacksmith  shop,  post  office,  depot,  factory,  etc.  V.glue  of  good 
roaas .  Ei?phasize  the  ideas  of  interdependence  ^nd  the  spirit  of  service. 
V/hat  things  can  the  children  do  to  make  and  keep  the  school  house  and  grounds 
v/holesome  and  attractive? 

2.  Plant  Life  Throughout  The  Year. 
Building  up  an  appreciation  of  good  things  on  the  part  of  young 
children  can  be  accomplished  through  the  study  of  nature  if  the  teacher  has 
the  proper  "background"  of  appreciation  of  excellence  in  pl-5nt  and  animal 
life.  The  more  detailed  study  of  things  must  be  left  to  tlie  upper  grndeeg 
Primary  children  are  interested  in  whole  objects  rrither  than  in  parts  ajid  in 
useful  objects  r.?ther  than  those  v/hich  s.eem  to  h.Tve  no  direct  service.  Bailey' 
new  book.  The  Holy  Earth,  has  some  inost  excellent  chapters  for  the  teacher  of 
nature  subjects.   One  quotation  from  the  chapter,  "The  Admir.',tion  of  Good 
fviaterial"  is  here  given  to  illustrate  wh-^t  is  me.Tnt  by  a  "background  of 
.appreciation  of  excellence"  for  the  teacher  as  a  proper  preparation  in  the 


N-iture  Study.  Page  100. 

beginning  of  tho  study  of  pl-int  life,  and  animal  life  for  th?t  matter.  Sayc 
Bailey,  "In  physical  perfectness  of  form  and  texture  and  color  there  is 
nothing  in  all  the  rorld  that  exceeds  a  T7ell-gro'7n  fruit.  Let  it  lie  in 
the  palm  of  your  hand.   Close  your  fingers  slpv/ly  about  it.  Feel  its  firm 
or  soft  3nd  ncdelleo  surface.  Put  it  against  your  cheek,  and  inhale  its 
frap:r3nce.  Trace  its  neutral  under-colors  ,  and  follo'v  its  stripes  and 
mark  its  dots.   If  in  apple  .trace  the  eye  thit  lies  in  a  moulded  basin. 
Note  its  stem,  ho^v  it  stands  firmly  in  its  cavity,  .^nd  let  your  imagination 
run  back  to  the  tree  from  which,  when  finally  mature,  it  parted  freely. 
This  apple  is  nox   only  the  'product  of  your  labor,  but  it  holds  the  essence 
of  the  ye^r  and  it  is  in  itself  a  thing  of  exquisite  beauty.  There  is  no 
other  rondure  and  no  frajr-^nce  like  this." 

"I  am  convinced  thit  -le   need  much  to  cultivate  this  appreciation 
of  ths  physical  perfectness  of  the  fruits  that  we  grow.  V'e  cannot  afford  to 
lose  this  note  from  our  lives  ,  for  this  may  contribute  a  good  part  of  our 
satisfaction  of  being  in  the  world.   The  discriminating  appreciation  th-st  one; 
applies  to  a  picture  or  a  piece  of  sculpture  may  be  equally  ap  jlied  to  any 
fruit  thit  grows  on  the  commonest  tree  or  bush  in  our  field  or  to  any 
aniraal  that  stands  on   a  green  pasture.   It  is  no  doubt  a  mark  of  a  v/ell- 
tempered  mind  that  it  can  understand  the  significance  of  the  forms  in  fruxts 
and  plants  and  animals  and  apply  it  in  the  v/ork  of  the  day." 

Fruits  :  -   Have  children  name  different  fruits  and  nuts  that  gro^; 
in  the  district.  Name  those  that  have  ripened  before  school  opened  or  that 
are  no"/  ripe.   If  possible  let  each  child  bring  to  school  the  best  peach, 
pear,  apple  .orange  ,  lemon,  walnut,  olive,  bunch  of  grapes,  etc.,  grwvn  at 


i^^ture  study.  I.. /■■'.:,.:'•  -.-V^  i'-i  i/'     Page  101. 

home.  Talk  ,-9bout  points  of  excellence  in  form,  color,  flavor  to  develop 
th.it  "Admintion  of  Good  Materials"  mentioned  by  Biilsy.  The  husbandry 
necessary  to  produce  perfect  fruit.   The  cost  of  success.  Various  ways  of 
disposing  of  the  fruit  grown  in  the  orchards. 

Fruit  Trees :-    Names  of  various  kinds  in  the  neighborhood. 
General  appearance.  Do  leaves  st-^y  on  all  i7inter?   Watch  for  the  blossoms 
in  the  proper  season.  General  talk  about  the  c^re  of  fruit  trees.  Each 
child  describe  ita  favorite  fruit  tree  at  home  and  tell  v;hy  it  is  a  favorite, 

Shade  or  Ormi:ient?l  Trees ;-  Identification  and  itsps  of  interest 
about  the  common  ones  found  around  the  homes  or  on  the  school  road.  V/hy 
protect  the  trees.  Color  of  foliage. 

Forest  Trees : -  Nnnes  and  general  appearance  of  any  that  may  be 
found  in  the  neighborhood.  The  pine  or  fir  and  Christmis  stories. 

Y/ild  Flowers  :-  Any  viild   flowers  in  blossom  during  the  dry  season? 
V/hat  came  back  to  life  with  the  rainy  season?  After  the  snow  passes  away? 
Uake  a  list  on  the  blackboard  of  a  dozen  or  so  of  the  most  common  wild 
flowers.  Collect  seeds  of  a  fev/  to  pl^nt.  Avoid  wanton  destruction  of 
blossoms. 

Cultivated  Flowers  :-  Acquaint-ince  v;ith  a  fev;  of  the  most  common 
found  around  the  homes  as  geraniums,  nasturtiums,  verbena,  morning  glory, 
petuni,-^  ,  sv/eet  pea,  etc. 

Field  Pl3nts  :-   Children  n.'^me  the  different  pl.mts  tliat  are 
useful  as  wheit ,  oats,  alfalfa,  etc.   Distinguish  a  head  of  wheat  from  a 
head  of  c3ts .  Names  ,Tnd  identif  icr^tion  of  two  or  three  noxious  plants  or 
weeds  grown  in  the  fields. 


Nature  Study.  P'''Se  ^O^. 

garden  Plnnts :-         Discussion  in  general  terms  about  the   ki  ids 
of  plants  grown  in  the  garden,  uses,   etc.     Ifhat  things  helped  the  plants  to 
grov;?     r/lio  took  care   of  them.     Suggestions  to   children  to  save  a  fe'v  seeds 
for  their  ovm  garden  next   vear.     ':iho  makes   a  garden  and  ?/hat  things   are  done: 

Thanksgiving   Festival:-     Good  moral  teaching  to  celebrate  the 
ye^rl-/  bounty   of   garden,   field   and    orchard.      Story   of   the   Puritans.      Display 
of  test   farm  products    in  the  school     Arrange  exhibits  with  reference  to   color 
effects   and  educational  influences.      Use   of  both  cultivated  and  v/ild  ccr.irncn 
products.      Make  the   exhibit   a   social   occasion  for   the   comriunity.      All  gra^iec 
of  the  school  must   have  a   ;iart   in  this.     There   need  be  no  competition  or 
prizes    even,  simply  a  shov;  for  its    own  sake.      "An  Tpple  day  or  an  Apple, 
Sabbath  vyould  teach  the  ])Gople  to  express  their  gratitude  for  apples.     The 
moral   obligation  to  grov;  good  apples,  to  handle  them  honestly,  to  treat  the 
soil  and  the  trees   fairly  and  reverently,   could  be  develor)ed' as   a  living 
practical  philosophy  into  xke  v;orking-days   of   an  apple -gro'7i:'g  peojfe." 
Bailey,  the  Holy  Earth,   p.    113. 

3.      Animal   Life   Throughout  the  Year, 

ComTion  Domestic   Animals  :-       Name  the   various   animals    of   pasture   and 
barny-Tr  I.      The   pets    of   the   household,   poultry,   etc.      Havo   children  talk  about 
c-ire    of   -^nim-^ls  ,   the  service  they  render  in  the  v.'ay   of   labor,    food   and 
pleasure.      Emphasize  the   co'7  and  the  hen.      Emphasize   cleanliness    of    cow-baru 
and    chicken  house.      Sanitary  milk  and   egg   production.      Create   appreciation 
of  the   best   in  animal   life.      "The   admiration   of    a   good  domestic   anj.mal   is 
much  to   be  desired.      It   develops   a  meat   responsible   attitude   in  the  nan   or 
the  v;oman.      I  have   observed   a   peculiar  charm  in  the  breeders    of  these 


Nfiture  Study.  P-^^fes  -03. 

'■'onderful  animals  ,  a  certain  poise  and  masterfulness  and  breadth  of  sjinpa.thy. 
To  adriirs  a  good  horse  and  to  know  just  ^vhy  he  admires  him  is  a  great 
resource  to  any  man,  as  al3  0  to  feel  the  responsibility  for  the  care  -^nd 
health  of  any  flock  or  herd.  Fowls,  pigs,  sheep  on  their  pastures,  cov/s  , 
rmles ,  all  perfect  of  their  hind a ,  all  sensitive,  all  of  them  marvelous  in 
their  forms  -^nn   powers,  --  verily  these  are  good  to  know."  Bailey,  in  The 
Koly  PJarth,  i-age  111. 

Wild  Animals  :-  Mame  such  as  may  be  found  in  the  locality,  r-^bbits ,, 
gophers,  deer,  bear,  etc.  V'hich  are  injurious  to  the  farmer  and  h^w?  iJea.nn 
t?ken  fro  extermination  of  enemies  to  plant  and  animal  life  on  the  farms. 

Bird3  :-  V/hat  birds  are  present  K'hen   school  opens?  Y/hat  have 
gone?  "'hich  corie  v/ith  the  rainy  season  and  the  opening  of  spring?  V/hrit  ones 
stay  all  winter?   Make  a  few  simple  observations  on  two  or  three  of  the  most 
common  birds  during  the  year.  Find  out  v;hat  the  children  already  know  about 
birds  ,  create  in  them  a  desire  to  know  more  about  bird  life  "^nd  leave  to 
the  other  years  a  progresive  study  of  details. 

Insect  Life :-  Interest  the  children  to  -'atch  grasshoppers  , 
butterflies  ,  bee^  ,  etc.   Do  not  make  this  first  year  an  intensive  study  in 
economic  ento.iology.   Have  them,  knov/  wh't  an  insect  is,  if  they  do  not  know. 
Have  them  know  in  a  general  v/ay  about  two  or  three  common  insects  injurious 
to  garden,  field  and  orchard.   Detailed  study  in  later  years. 
4.  Physical  Phenomena  and  the  Inorganic  \7orld. 
V/eather :-  Effects  of  long   dry  season.   Change  of  Season.  :iain. 
Clouds.   'Vinds  ,  Snow,  ice,  f rest  ,  etc.   TiiS  weather  Galendir  ^nd  use  cf  the 
thermometer. 


Nature  Study.  P^ge  104. 

The  Brook:-     Action  of  running  water.    Stones  ,  pebbles  ,  sand. 
Erosion,  gulleys  ,   etc. 

Soil :-     Appearance  dry  season  nnd  wet  season.     Dust  ,  mud. 
II-  Outlines    for  Second  Grade. 

1. Human  Needs  ,  Interests   and  Activities. 

Sur-roer  Vacation  Experiences  :-       Outings  ,   picnics  ,   fishing  trips  , 
vi3its   to  friends    or  relatives,  etc.  Work  done  by  the   children  3bout  the 
hoine,   in  the  garden  or  in  the  fields.     New  things  they  have  learned  since 
school  closed  in  the  spring. 

■Health  Lessons  :-     Talks   aboirt  good  articles    of   food  for  the  various 
meals.     Proper  hreakf-.st  naterials,  sumner  r,nd  winter,   for  children  as    eggs, 
rdlh,   fruit,   cereals,  Ihnners    in  eating.     Thorough  chewing   and  proper  diges- 
tion.      The  school  lunch,   char-^cter  and  ho'/  eaten,     V/ays    of  mking  the  sohoo 
lunch  riore  hygienic.      Duty   of  the  home  and  the  school.      The  muscles.   Develop- 
ment through  activity  as   in  work  and  play.     Muscular  activity  nnd  good   food 
and   fresh  air.    The  hands   and   nails  ,  v;hy  kept    clean?      Comf  crt?ble  shoes    ^nd 
frequent  bathing   of  the  feet,  why  important?     The  eye,   its   importance   ind 
c^re.     Proper  light   for  reading.      Danger  in  poor  light.      ;/hen  use  glasses. 
Testing  the   ejBsight.      Proper   lighting   of   a  school  room.      Things   to  be 
obar^rvpd   in  the   cire   of  the   ear.      Danger   of   sudden  and   loud  noises.      De-'fae?' 
cause   and   inconvenience.      Tlie   pleasant   voice   and  ho";  acquire   it. 

Seasonal  Activities  :-     Kinds    of  '/ork   cirrisd    on  the.  f Trm  throu[;;ioi't 
the  ye'^r.      Children  report    on  Mr-^c;  ice    of   farmers   in  preparing  the  grou.nd   for 
seeding,   cetting   out  trees,   fcr  irrigation,   etc.      Preparnticiis    for  the   hone 
^;a-.-den:     Why  cultivate  the  growing  crops?     T/hat   i?   done  with  the   V3rious 


Nature  Study. 


PftgA  105. 


crops   ^fter  they  are  harvested?     Uhat  did  ench  child  do   in  the  v3,riou3 
farming   operations?       Emphasize  the  v;orth  of  the  productive  life  and  the 
social  value   of  agriculture. 

2.   Plant   T,ife  throughout  the  Year. 
Garden  Crops  :  -     Name  different  plants   gro'^ing  in  the  garden.       '1. 
••'as  the  6G6d  planted?       '/hat  care  has  the  garden  received  during  the  sun-...r:."' 
Ilention  -rny  vegetables   in  the  garden  that  have  gone  to  seed,   as   radish, 
lettuce,  pc^s  ,   corn,  beans,   etc.      Gather  sone  seed  and  s^ve   for  planting 
in  the  garden  in  the  spring.      Study  in  det-^il  the  radish  or  lettuce  plant 
gone  to  seed  noting  root,  stem,  blosson,  seed  pods   -^nd  seeds.      Any  vine 
crops    ir  tlie  garden.      Study  sonc"hat   in  detail,   the  pumpkin  or  squash, 
noting   the   character   of   the  stem,  the   leaves    and  blossor-'S,      During  '•/inter 
uionths   arouse  interest   in  the   children  for  the  spring  garden  '/ork,     Childre; 
help  to  r.ake  the  ••'ir*dov;  garden  in  the   school  room.      Preparatory  talks    on 
■•'he   ki;->.d   of  box  to  liold  the  soil,  the  best   kind   of  soil  to  put   into  the  box 
aiid  the  best  seed  to  plant   'vith  a  viev/  to  tr-^nspl-^nting  at  home.     Enco'arage 
the  idea    of  the   "school-home"  garden  •■•;ith  the  possibility  of  the  school 
exhibit   of  things   grc-m  at   hore.      The   "egg-shell"  garden  especially  appeals 
to   children  of  the   first   t^vo  grades.      Give   careful   directions    about  the 
soil,    jrovisicn  for  drainage   of   the   eggshell  by  poking   a  small  hole   in  the 
;;hell  ,   he.'  deep  to   plant   the  seed,    7hat   seed  to   pl-^nt,   mii'king  the-   shells, 
','j.th   o'/ners  '    nav.ies  ,   need   af   sunlight    •'nd  nioisture,   etc.      Each   ovner    co  t-^ke 
r.TB   of   his    ov;n  garden,      r-^ily   inspection  of   eggshells  -/ith  record    of 
ob3-=:r-vr-itions .      Discussion  of  things   ta->t  pay  be   planted   '''aring  the  r-^iny 
se-^oon.      ''hen  rainy  season   is    ovei"   cr  '".'inter   has    passed   a'-;ay ,   discuss  r;..ea 


Haturs   Study. 


Page  106. 


soil  is  dry  enough  to  work,  hov;  to  prepare  the  seed  bed  for  sc  ing  seeds  oi 
tr.inspl.^nting  f rcp 'vindow  g-^rdens  or  eggshell  gardens.  Why  trsnspl.int? 
Show  ho^7  this  should  be  done.  Do  not  try  to  grow  too  many  different  kinds, 
Erpph^size  one  vegetable  ^nd  one  flo'7er  to  be  gro'vn  by  young  children  at 
hone,  the  products  of  ^'/hich  ,  either  fruit  or  blossoms,  m-^y  be  exhibited  3t 
nchool  the  next  f  ?11,  Suggestion  of  tom*?to  or  potato  for  the  vegetable 
.';nd  aster  or  cosmos  for  the  flower.  Have  a  good  seed  catTlogue,  well 
illustrated  ,  in  the  school  room  and  examine  pictures  of  garden  vegetables 
and  flowers.   Children  of  this  gride  miy  plant  seeds  of  gourds  or  some  otner 
vines  to  cover  fence  or  screen  to  outbuildings. 

Fi e Id  Crops  :-  Have  children  report  the  different  field  crops 
grown  in  the  community,  ';hy  grown?  Do  the  farmers  grov/  all  their  feed  for 
their  live  stock?  If  not  where  do  they  get  it?  What  is  the  principal  cerea: 
If  wheat,  mme  different  varieties.   If  corn,  name  varieties.  If  oats, 
name  varieties.  How  is  each  crop  harvested?  How  is  it  stored  a^vay  for 
future  use?   If  potatoes  are  not  grown  locally,  where  do  people  get  thexr 
supply?  '(/hat  grasses,  alfalfa,  vetch,  clover,  etc.,  are  grown  by  the  faruert 
How  many  families  grow  sugar  corn  or  pop  corn?  Hovv  many  gro"/  pumpkins  or 
squash  in  the  fields?  Begin  to  emphasize  the  value  and  need  of  a  more 
diversified  agriculture  so  th-^t  a  community  is  not  dependent  upon  a  single 
crop. 

Fruit  Crops  :-  Name  different  fruits  gro'vn  in  the  district.   l;a!e 
a  list  on  blackboard  of  fruits  of  trees  ,  vines  and  shrubs  ,  as  peaches  ,  apple, 
prunes,  oranges,  grapes,  olives,  almonds,  raspberry,  currents,  strav/berrieo  , 
etc.   Hov;  can  fruit  trees  be  told  apart  when  there  is  no  fruit  on  them? 


Nature  Study.  Page   107. 

H^ve  leaves   3nd  t'7igs   from  different  trees   in  the  school  room.     V.'hy    ire 
trees  and   vines   pruned?     V/atch  the  blossoms   in  the  trees.     V/hat  are  the 
bees  doing?     \'JhrA  is   one  injurious   insect   for  each  fruit  tree?     How  is  the 
3pr-iying  done?     l.Tiat  ripens  the  fruit?     \7hat  labor   is   required  to  have  good 
fruit?     Uhat   is   done  with  the  fruit  when  picked?     If  in  a  raisin,  walnut 
or  olive  district,   emphasize  best  methods   of  preparing  crop  for  the  market. 
Teacher  should  get  all  possible  information  from  the  best  grov/er  in  the 
community.     Don't  attempt  to  bring   out  all  the  technical  information  in 
the  primary  grades.      Leave  something  for  the  upper  gr<9des. 

Shade  and   Forest   Trees :-     Identify  a  few  of  the  moSt  important 
shade  trees.      How  tell  an  acacii   from  a  black  v/alnut?     How  tell  the  valley 
oak  frop  the  black  oak?     V/hat  is  the  princip«L  shade  tree  in  the  community? 
How  many  kinds   of    eucalyptus  growia  in  the  neighborhood?     Do  the  leaves   stay 
on  all  the  ye-'r?     How  tell   one  pine  tree  from  another?     Hov/  many  of  the  tree'; 
have  blossoms?     V.Tien  ices    each  tree  blossom?     Do  they  have  seeds?     If  so, 
collect   a   few.      Ho"7  does  the  seed   of  the  maple  differ  from  the  seed  of  the 
o-?k?      Choose   one  tree  to  find   out   tII  the  interesting  things   possible,  as 
age,  height,  shape,  manner   of  growth,  direction  of  branches,   color  of   leaves, 
limbs,   and  bark  on  trunk,  the  buds,  shape  of   leaf,  etc.     Notice  tv/igs   and 
leaves    of  t^vo  or  three  other  trees   in  contrast  to  the  one  chosen.     The 
forest    ?nd  what   it  means  to  mankind.      Lumbering  and  reforestation.     Hov; 
observe   Arbor  D-^y  in  the  best  way?     Are  trees    needed  on  the  school  ground? 

Native   Shrubs  :-        Any  grov/ing   on  the  mountain  side?      In  the   CTnyoh; 
Along  the  streams?   In  the   open?     Ilake   a  list    of  the  wild   shrubs   in  the 
neighborhood.      Study  one  as   to  height,  character  of  stem  and  branches,   kind 


Nature  Study.  Page  108. 

of   le3f  ,   color  of  blossom,  etc.      Cnn  sonie   of  these  h3rdy  a-stive  shrubs  be 
tnnspl.intcd?     ¥/h3t  are  some  of  the  things  necess-^ry  to  successfully 
tnn3pi3.1t   3  chrub ,  tree  or  f  lever?     Does  the  school  y.^rd   need  shrubs   -ind 
flo'7ers   as  well  3S  trees? 

Y/ild  Flc'/ers  :-     vrMt  '/ild  flo'vers   are  in  blossom  v;hen  school   open? 
Put   liJt   on  bo3rd.     VJh-'t    ones   have  gone  to  seed?     Collect  a  fe^v  seeds. 
Some  autumn  flc^vers  may   be  used  for  school  rooni  decoration.     Teach  children 
how  to  gather  'vild  flov/ers    -  a  fe^/  for  enjoynent  and  not   for  destruction. 
3uit  the  length  of  the  steiris  to  the     depth  of  the  receptacle.      Hake  artistic 
boqucts    of  both  Tutumn  r>n'i'.  spring  v/ild  flov/ers   showing  wh^t   colors   harmonizr 
This   is    fundamental  in  creating  good  taste  in  clothing  Tnd  household 
furnishings.     Uhat  nild   flo-vers   are   revived  by  the   rainy  season?     What   ones 
blossom  after  the  snov;  is  gone?     V.Tiat   ones   blossom  before  school  closes? 
Put   list    on  the  board.      Keep   a  r/ild   flo'Ter   c^lend^r.      Talk  briefly  about  the 
conditions   under  ^vhich  wild   flowers   gro"/.  T.Tiat    is   each  child's    favorite 

'vild   flov/er?     Start  a  wild   flov/er  garden  in  one   corner   of  the  school  yard. 

Cultivated  Flo\7er3  :-       From  conversations  viith  pupils  make  a  list 
on  the  board   of  all  the  different  varieties    of   cultivated  flo'vers  grov/ing 
around  the  various   homes   in  the  district.      Find   out  a  fe'.7  things  as  to  their 
care  and  value  about  the  home.      How  many  of  these  varieties   are  found   on 
the  school  ground?     \lhen  do  these  various    flov/ers   blossom?     Are  they  groTrn 
from  seed?     Is    it   necessary  to  sov/  the  seed  every  year?     If   not  started  1  ro;  ■ 
seed,   then  hor.'?      Test   observation  ^nd   interest   by  asking   children  to  watch 
certain  plants    for  a  v/eek  and   report   all  things    of   interest   they  may  see. 
The  detailed   study   cf   any   flowe]^ing   plant,  wild   or  tame,   should  be   left   for 


Nature  Study.  P'^ge  109. 

later  j-e^rs  , 

H-?rvest   Festival:-     The  cro'vnirg  event   in  the  study  of   plant   life 
during  the  year  should  be  the  exhibition  in  the  school  room  of  the  best 
products   of  the  field,    orchard,  garden  and  roadside.     This,   of   course,  should 
be  pTrticip«jted   in  by  the  entire  school.     Thanksgiving  is  a  good  time  for 
this   expression  of  appreciation  of  the  earth(s   goodness.     It   is   a  i-ieans    of 
grace   for  all  the   country  side.     'Tho   can  sho'v  the   finest   onions  ,  potatoes  , 
pears,  v/alnuts  ,   f  lo'7ers  ,  pop  corn,  purpkin?     "In  all  the  range   of  vegetable 
products,   I  doubt  whether  there  is  a  :MTe  perfect  example  of  pleasing   form, 
fine  modelling,  attractive  texture  and   color,   and  more  bracing  odor,  th-^n  in 
a  -vell-gro'vn  ^nd  ripe   field  pvjnpldn.      pl-5ce  a  pumpkin  on  your  table;  run 
your  fingers  do'vn  its   smooth  grooves;   trr^ce  the   furro'-'S  to  the  poles;  t^ke 
of   its    form;     absorb   its   rich  color;   get  the  ting   of   its   fragrance.     The 
roughness   and  ruggedness    of   its    leaves,  the  sharp-angled  stem  strongly  set, 
rnke  a  foil  th^t   a   sculptor  cannot  improve.     Then  wonder  hov;  this   marvellous 
thing  ^73s   born  out   of  your  garden  soil  through  the  medium  of   one  small  strTnd 
of   3   su:culent  stem",      Eailry,  The  Koly  Sarth  p.    109. 
3.  Animal  Life  Throughout  the  Year. 

Common  Domestic  Animals:-     Name  animals   on  the  farm  that  work  for 
us.     \'!hr>t  does   each  one  do?     V/hat  does   each  animal  eat?     Ho"/  are  these 
animals   housed?     What   constitutes   a  good  barn,   poultry  house,   etc?     In  \7hit 
v.nys    is   the  horDB  useful?     Miy  c^n  a   horse  do   certain  kinds   of  ^/ork  better 
than  iny   other   animal?     Hov/  is   a  horac  trained  to  v;ork?     Discuss   harness    3nd 
its   fitness   for  the  horse.     Mention  all  the  things   a  horse  needs   every  day. 
"hen  does  a  horde  need  special  care?        In '-/h-^t  way?     VvTriy  do  horses   need  shoes' 


Nature   Study.  Page  110. 

Discuss   difference  betvreen  the  horse  th.'^t  pulls   .?   heavy  load  and  the  one 
for  the  light  buggy.      If  possible  sho^v  pictures    of  vfirious   kinds   of  horses 
-^nd  ponies.     In  like  manner  mnike  a   some^vhat  detr»iled  study  of  the  dog.     Each 
child  to  tell  "/hy  the  dog  is  a  friend  to  riq.n.      Tell  the  various  ways  that  a 
dog  is    v.seful  on  the  farm.    Show  pictures   of  dogs,     I'ftiat  does    a  dog  like  for 
food?     V/atch  one  eat.      Tell  how  he  does  it.     ''/hat   kind  of  teeth  has  he? 
Children  -yill  enjoy  some  good  stories    of  dogs, 

V/ild  Anim.-3ls  :-     \7hat  v/ild  animals   in  the  community?     How  do  they 
live?     Where  do  they  spend  the  winter?       T?/hat   ones   nre  injurious  to  the 
fr?rmer?     In  'vh-^t  ways? 

Birds  :-     M3.ke  a  list   on  the  blackboard  of  the  birds   present  when 
school   opens.     How  recognize  different  birds,   -  color,  song,  size,  manner  of 
flight,  etc?       What  birds   stay  all  v.dnter?     What   ones   return  v;hen  spring 
comes?     What   is  the  food   of  birds?     v/here  do  they  stay  at   night?     Name 
various   places  v;here  birds   build  their  nests.     V/atch  them  building  their 
nests  ,   feeding  the  young  and  teaching  them  to   fly.      Keep  a  bird   calendar 
noting  v;hen  each  bird   is   first  seen.      How  are  birds   useful  to  us? 

Insect    Life :-     Notice  any  insects   found  in  connection  v/ith  the 
garden    ^r  any  plant   life  studied  during  the  year.     Describe  them  in  a  general 
vvay ,  giving  size,   color  markings,   etc.     ^'/hat   are  these  insects   called,  their 
common  names?     What   is  the  food   of   insects?     Hov;  do  they  get  their  food? 
Perhaps   by  observation  they  may  learn  that  insects   are  grouped  into  two 
general   classes   according  to  the  way   in  rvhich  they  get   their   food,   viz:- 
the  biting  and  the  sucking.     This   knowledge  is    necessary  so  as   to  use  the 
proper   spray  to   kill  the   injurious    insects.      Spraying   and  a  more   detailed 


Nature   Study.  PaE®  H^' 

study  of  the  insects  to  be  mride  in  the  upper  gndes . 

4.   Physical  Phenoweni  and  the  Inorganic  World. 

Weather  Calendar :-       This   should  be   kept   each  rronth  notini;  days   of 
sunshine   or  clouds,  rain  or  snow,   etc.     Temperature,  direction  of  the  "/ind 
can  be  indicated.      Also  note  changes  cf  seasons.     V/hy  the  days  grow  longpr  cr 
shorter,      nlait  is   the   longest  day?     The  shortest? 

Sir/-  Studies  :-       V/here  does  the  sun  rise?     Set?     ^'/hat  direction  is 
the  sun  from  us   at   noon?     V/hat  is  meant  by  ne^v  moon?     First  Quarter?     Full 
nioon?     Last  Quarter?     Ho'7  does  the  moon  shine?       How  often  do  we  have  full 
noon?      Look  at  the  sky  on  a   cle^r  night,     ""/hat   do  you  see?     iVhat  is  the 
"Milky  y.'ay"?     Look  for  grou^    of  bright  stars.      One  group  is   called  the 
Great  Dipper.      Kov;  many  stars   in  this  group?     Can  you  see  the  t-'io  stars   called 
the   "pointers"?     To  'vh-^t  do  they  point?     V.'hy  is   it   important  to  know  the 
Ilorth  Star?     The  positions    of   various  groups   of   stars   seem  to  change  during 
the  year.     Watch  for  this   and  see  if   you  can  -always   locate  the  Great  Dipper, 
and  the  North  Star.     Another  bright  group  of  stars   is   cilled  Orion.      He  was 
said  to  be  a  mighty  hunter.      Have  some  one  help  you  find  him. 

Rain:-       What   is    it?     How   caused?     ITh-^t   good  does   the   rain  do? 
r/hat   damage   at  times?      Ho^''   are   clouds    formed?     Wint   is   a   fog?,    How  do  hail 
find   snow  differ   from  rain?      How  many  inches    of   rainfall   in  your  district? 
iVhat    is   a  rainbow?      Tell   about   the   colors.      Does   the  snow  ever   fall   in  your 
oart    o*"  the   state?      If    so,   hew  deep   does    it  get    at   times?     \7hat  good   do   you 
think  the   snow  does. 

The   Brook:-     Appearance  during  the   dry  season.     What   change   aft^jr 
he  rain  hai    fallen  for  a   few  days?     V/here  does   this   particular  brook   have 


Nature  Study,  P.'^ge  112. 

its  beginning?     Its   end?     In  v/h^t  v/^ya  is  the  brook  "i  busy  v-rorker?     Under 
'■;h'>t   conditions   does   it  do  the  mcst  v/ork?       The   le^st  ivork?     V.'hrjt   C3use"   the 
difference  in  the   color  of  the  'v^ter?     Are  there  iny  smll  stones    or  pebbles 
in  the  brook?     Are  they  rough  or  sniooth?     'Tny?     Bring  out  the  thought   of 
running  water  ts   a  force  in  soil   formation,     X'h.trh  a  section  of  the  brook 
during   one  niny  se-^soA  Tnd   report   changes   in  appearance. 
Ill-   0-tt lines   for  The   Third   Grade. 

Pupils  of  the  Intermediate  Grades,  the  Third,  Fourth,  Fifth  and 
Sixth  want  to  kno'-i  more  det*9ils.  On  page  40,  review  the  references  there 
given. 

1.   Human  Need's,   Interests   and  Activities. 

Seasonal  Activities  :-       First,   Harvesting.     T7hen  school   opens   disr.uj. 
some'";h''t   in  detail  the  ^vork  th^t  is  being  carried   on  to  harvest  the   crops   of 
field,   orch^i-d  and  garden,      Ho'v  does   the  yield   conpare  with  last   year?     Hc*7 
are  prices?     Any  scarcity   of   labor?      ■■,'h^t   is   the   olive   crop  v/orth  in  your 
district?      Or  the   orange?      The  apple?      Or  ^vhatever   is   the  special   crop?     If 
only  one   crop  is   raised   in  a  community,  what  would   lil:ely  be  the  result   if 
that    crop   should   fail?     V/hat   is   a  diversified   crop   system  and   its   benefits? 
I'.'hat   is   the   l-jst   thing  to   be  harvested   in  the   fall?      The   first   in  the   spring: 
"/hat  part   do  the   children  h-^ve  in  the  harvesting  process?     Write   on  the 
blackboard   a   list    of   all  things   thit    are  harvested   in  the  district    from 
August    1,  to  November   1,      From  April   1,  to  August    1,      This  will  give  a  pretty 
good  survey  of  the  agricultural  resources   in  the   community  so   fir  as  pfent   l:'f.. 
is    concerned.      Second,   Planting,      'Vhat  things   are   planted   from  August   1   to 
December   1?     Fro."   Dcce;.iber   1  to   April   1?     In  field   crops   take  wheat    or   aZ.falri 


Kiture   Study.  Page   113. 

and  discuss  the  bast  methods  in  the  prspar-^tion  of  the  seed  bed.     Have 
children  observe  practices    of  best   farmers.     How  deep  should  the  planting  ber 
'7hyT     The  "/ork  to  be  done  preparatory  to  setting  out  an  orchard   or  a  vineyard? 
Third,  riscsllaneous   activities  as  pruning,  spraying,   care  of  livestock, 
poultry,  etc.      In  a  measure  better  methods    of  v;ork  on  the  fnrm  can  be 
emphasized  but  the  chief   purpose  is  to  magnify  the  importance   of  the  farmer's 
'7ork  and  to  dignify  honest   toil  in  general.     More  detailed  instruction  and 
observation,   of   course,   are   left   for  the  seventh  and  eighth  grades. 

Se-^sonal  Needs  :-       Changes   in  v'/eather  related  to  human  comfort  as 
to  food  ,   clothing  and  shelter.      Contrast  requirements   in  July  ^vith  those  in 
December.     The  wisdom  of'looking  ^he^d"   on  the  f-irm.     Reasons  why  the  farmer 
should  pl'on  for  si::  months    or  i  year  in  advance.      Storage   of   food. 

Soci'^l   Interests:-       The  ye'^r's  picnics,   excursions,   fishing  trips, 
fairs,   parties,  patriotic   celebrations,  etc.     V/Viat   is  the  school  doing  to 
develop  the  social   ide^?     Play  on  the  school  ground,  social  value.     Meetings 
in  the  school  house,  their  community  value.     Discussion  of  various    institittions 
•ind   organizations   that   are  helping  to  give  a  better  community  life.     Is  there 
3   rural  church,  a  grange,  a  fnrm  bureau  in  the  district?     Find  out   if  possibJ.e 
their  progrT/is    of  v/ork. 

Health  IJceds :-       Hygiene  for  the  individual  in  the  school   and  home 
•?nd   for  ths   community  at   large.      Refer  to  books    on  physiology   for  topics   v;ith 
reference  to  breathing,  ventilation,  the   five  senses,  and   first  aid.   Discussion 
of   contents    of  soi'e   one  bulletin  from  State  Bo^rd   of  Health  as  to  drainage   or 
'viter  supply,   or  the   fly  or  the  mosquito.     Do   not  attemtp  to   cover  the  whole 
field    of   rur-^l  sanitation  in  this   grade.      Leave   3    fe^^v  things    for  the  upper 


N^turs   Study.  p^ge  114. 

grades.      Select   sone   one  ph^se  .ini  ri.o  i^s  thorough  v/ork  as   is   possible  con- 
siieri.ig  ol'v^ys  the  capability   of  the   ones  t-jught. 
2.   Plant   Life  Throughout  the  Year. 

Garden  Studies :-       Each  child  make  a  list   of  all  vegetables  grown 
in  the  hone  garden.     When  v/ere  the  seeds  planted?     '7ho  helped   in  the  surnmer 
garden  -vork?     V/h-'t   is   the   fall  appe-srance   of  the  home  or  school  garden?     Name 
vegetables  that  have   been  used   or  that   are  nov/  ready  for  use.     The  same  'vith 
flowers.     V/hat  parts   of  vegetables   are  used  for  food?     IThat   ones   are  being 
stored   for   future   use?     Y/here  and  hov/?     l.Tiat   seeds   are  collected   for  spring 
pl3nting?     nhat  vegetables   remain  in  the  garden  during  the  v/inter   or  rainy 
season?     Discuss   preparations   for  garden  v;ork  in  the  spring.     V/hat   fertilizer 
is   best  to  use?     Ho'v  prepare  the  seed  bed?     Get   a  seed  catalogue  and  discuss 
varieties.     If   not  possible  to  have  a   little  plot    on  the  school  grounds, 
encourage  the  home  garden.      In  either  case  have  a  windov/  garden  in  the  school 
room,      Pl^nt  a  few  quick  grov.'ing  vegetables   as   radish,  bem,  pea, to   observe 
germination  and  groi-rth.     Have  a  flo'ver  box  'vith  geranivim  slips  and   nasturtium, 
seed   for  a  beginning.      Flan  for  a  school  exhibit   next  year. 

The  Tomato:-         'wTiy  a  good   plant    for  detailed   study?-     In  what   ways 
valu-^hle   as   food?     Inspection  of  gro'ving  plant   in  garden  v;ith  pupils    if   possibl, 
Question  on  board   for  children  to   answer  if   not   possible  to   inspect   grov/ing 
plant.      Position   of  growing   pl-5nt.      Stems    and  general   charairter   of   growth 
contrasted  vvith   other  plants.     Look  for  flower,   color,  different  parts.     V/here 
is   the   flo'ver  found?     V/hat   part   stays   on  to  rriake  the  fruit  we  eat?     liRve   of 
this   p-irt?      Have   three   or   fovr   ripe   and  green  tomatoes    of   choice  varieties   in 
the  school  room  to  stu^iy  characteristics  thnt  iinke  a  good  tomato.     Reaall  wh-=it 


;;:-'ture   Study.  Page   115, 

Bailey  says   -^bout  the   "Admiration  of   Good  liaterials".     Bring   out  points   as 
to  shape,   color,   firmness,  smoothness   of  skin,  thick,   juicy  meat,  sweet   flavor 
■?:.Ti  few  seeds.     Hake  cross  sections    of  both  ripe  and  green  tomatoes  to  notice 
seed  arrangement.      Discuss   removing  the  pulp,  v;ashing  out  the  seed   and  drying 
them.      Hov/  store  the  seed   for  the  spring  planting.       Plan  to  have  a  tomato 
gro';/ing  contest   at   home.     Exhibit   of  the  best   home  grov/n  tomatoes   at  the  school 
Fiir.      Value   of   the  tomato   industry  in  the   State.      A  brief   report   of  a  tomato 
cannery.     H-^ve  children  visited  any  kind  of   a  canning  factory?     Tell  v/hit 
they  s.av.'. 

The  t'orning  Glory :-     Begin  to  emphasize  the  climbing  plants  ,  their 
value  about   home   and  school  and  interesting  things   in  their  manner   of  gro^rth. 
Children  report   all  kinds    of   climbing  plants  they  c-?n  think  of.     Take   one  as 
the  morning  glory  for  a  type  study,     tiovj  can  it  grov;  so   high?     V/hat   kind   of 
a   stem  has   it?     Hcv;  does   it   hold   on  to  things?     Look  at   the   leaves,  telling 
how  :-\any   on  a   stem  -^nd  'vhere  do  they  grov/?     Why   is   this   a  good  vine   about 
our  homes?     Note  the  position  of   flov/ers,  V/here- do  the  blossoms    open?     ' Ih3± 
does  the  bud  look  like?     V/hen  does  the  morning  glory  begin  to  bloom?     How  long: 
Does  a   flo'ver   open  nore  than  once?     'Tay  are  they  called   morning  glories? 
Examine  a   flov;er  that   is    just   ready  to   bloom  and   one  that   is   fading   av/a.y. 
'Tith  specimens    of  the  bud  aiad  flower  in  several  stages   of  growth  and  green 
pods   and  ripe  ones  have  childi  en  try  to  determine  what   part   of  the   flower 
makes  the  seed.      Open  a  ripe  pod  and  describe  all  that   can  be  seen.     Hov;  do 
the  seeds  get   out   of  the  pcd?     Do  we  have  to   pl?nt  the  seeds  every  so  often 
in   order  to   have   vines,   etc? 

\7ild  Morning   Glory   or  Birdweed:-     This    is   a  very  noxious   weed. 


Nature   Study.  Page   116. 

Certain  phrases   of  this   pl-^nt  mciy  be   reserved   for  stu-iy  in  higher  grr^des.     Bv.t 
in  connection  'vith  the  study  of  the  t-^irie  morning  glory  cert-^in  points   of 
resemblance  my  be  noted   in  the  '"did  morning  glory. 

The  Milb-veed:-       This   is   3  good  pl-^nt  to  study  to  note  hov/  one   kind 
cf  needs   -^re  scattered.     Where  is  the  millr-zeed   found?     Hov/  high  does   it  gro'v? 
'■:ih.-^t   kind   of  stem  -^nd   leaves?     Color?     \7hy  called  the  milkv;eed?     VThat   has  this 
plant  been  doing   t11  spring  and  sumner?     IVhat   other  plants   are  doing  the  same; 
\7hen  does  the  milkweed  blossom?     Describe  the  blossom.     V/here  are  the  pods   and 
hoi7  are  they  arranged?      Carefully  open  a  pod  and  describe  all  that  you  see. 
Y/h-5t   is    fastened  to   each  seed?     V/hat   is   this    for?      Throv;  a   seed   into  the  air 
and  '7at rh  the  result.      Count  the  number  of   seeds    in  a  pod.     Does   the  railki;;eed 
plant  die  in  the   fall?     Dig  up  one  to  notice  the  roots.     Do  you  think  a  plant 
vdth  this   kind   of   root  'vould  live   from  year  to   year.     Drive  a  stake  near  one 
in  the   fall   and  then  look   for  this   plant   in  the   spring.     VJhat    is    your  decision: 
The  seeds    of   plants   like  the  milk^/eed   are  called  fly-av/ay  seeds.     Name  other 
plants  th-?t  have  seeds   like  the  milb'/eed.     Ask  the   children  shortly  after 
school   has    opened  to  bring   in  specimens    of   fly-av/^y  seeds   and  start   a   chart    of 
seed-fliers.       They  can  doubtless  bri/ig  in  specimens   of  dandelion,  scarlet 
geranium,  thistle   any.vay.      There   are   others.      Bring   in  all  different   kinds 
and  name  them.     Compare  them.      Some  seeds   have  v/ings    like  maple-seed  instead 
of  the  dc-.'ny  parachutes    like  the  milk-nyeed  ,   etc.     Any  other  seeds   have  wings 
besides   the  maple. 

The  Thistle :-  V/here  do   they  gro'v?      Are  they  alone   or   several 

together?      Hov;  are  the   leaves   arranged   on  the  stem?      Are  they  smooth,    or   hair;- 
on  one   side    or   on  both  sides?     Where   are  the  spines,   around  the  margin  of 


N"ture  S-.udy.  Page  117. 

len.ves    or  or.  the  ribs   snd  veins?     Look  at  the  edges    of  the   leaves   3nd  tell 
v;h3t   you  see.     Hon  does  the  f loner  grov;?     V'hich  open  first  ,  those  .^t  the  top 
of  the  stalk  or  those  lov/sst    on  the  stalk?     Do  the  row  of   flov/ers  at  the 
outer  edge   of  the  he-'d   open  first   or  those  at  the  center?     Color   of  blossom? 
Any  fragrance?     '7h^t  insects   visit  the  thistle  blossom?'     How  are  the   f loner 
hc^ds   protected?     Carefully  cut   away  the  protection  and  note  hov;  the  seeds 
?re  plToed.      Count  the  number   of   seeds   in  one  he^d.     Describe  all  th^t   you 
cm  see  about   one  seed.     A  small  lens  niH  help  you  to  see  sonie  interesting 
things.      Take   one   seed  r^nd   put   it   in  3  warm,   dry  place,  v/here  it   cinnot   blov; 
3- /ay.     Hon  long  does   it  take   for  the  b'iloon  to   open  up?     V/h3t   is  the  shape? 
Tny  is   the  thistle  so  h^rd  to  kill?     V/hat   is  the  best  v/ay  to  kill   it?     V/h3t 
bird  is  very  fond   of  thistle  seed?     In  a  gener3l  v/ay  bring  out  the   fact  that 
other  pl3nts   tiave  other  nays   of  disseminating  their  seeds.     The  detailed  stur'.y 
of  these  pl3nts  may  be   left   for  upper  grades. 

V/ild  Fl oners  ;»         Enumerate  the  wild   f  loners   of  the  district   or 
vicinity  th3t  are  going  to  seed  '/hen  school   opens.     Those  that  are  in  blossor 
during  the  autiiiTin     months.     V7hat  are  the  prevailing  colors    of  the  autumn  v/ild 
f  lo-'v'ers  ?       Of  those  that  blossom  during  the  spring?     Collect  nild  f  loner 
seed   for  spring  g3rden  nork.      In  fall  and  spring   have  v/ild   flov/er  blossoms    i? 
the  school  room.     Teach  pupils  to   collect  a  fen  only  of   each  kind  nith  as 
long  stems   ts   possible.     Arr-^rige  in  artistic  mass   effect   in  simple   f loner 
holders.      Teach  harmony  ci   color.      The  same  nill   apply,   of    course,  to   cultiv3t- 
ed   f loners. 

Nut   Trees  :-       Name  all  trees    of   orchard   or   forest  -ihiise   nuts   ripen 
in  the   f3ll.      Have   children  appreciate  more   fully  the   life   and  norh   of   trees 


.I-ture   Study.  Page  11 B. 

in  general  r^nn  -the  special  value   of   nut  trees    for  ormment.^tion  and  food. 
Brin^t  samples    of   various   nuts   to   school.      If    cak  trees   are   near,  bring  in 
loaves    ?s  "el",  as   acorns.      If   the   bl'sck  v/ilnut    is    available  r-ake   a  special 
stu'-Jy   of    it.      Put   a   few  quPGticn::<    for   observation  on  the  board   and   ask 
children  to'find  the  ansv/ers   frou  observixag  some  v/alnut  tree.      Is  the  tree 
till   or  shorx?     Bark  rough   cr   smooth?     Anything   peculi?r  about   the   furro'.vs 
in  the   bark?     Are  the  branches   near  the  ground?     Are  they   large   or  small? 
Is   the  b'rirk  on  the  branches    of   s^me   color  as  th^t   on  the  trunk?     '.7atch  in  the 
spring  to  see  if  there  are  any  flo'-zers    on  the  walnut  tree.     Is  the  wood   of 
the  vtalnut  tree  good   for  anythi^n''?     V/here  do  you  find  the   nuts    on  the  walnut 
tree?      Do  the   ;:utc    f-li  be:  ore  the   leaves?     Describe   a  v/alnut.     V'here   is   the 
re-^l  seed  that  grows  to  make  another  v;alnut  tree?     Take  a   few  t-'dgs   indoor 
for   observation.      Look   for  tiny  buds    for  next   spring,   loaf   scars,   and   rings. 
showing  the   year's   growth.      Notice  the   kind   of    leaves   the  walnut   has.      If  the 
black  walnut   is    not   in  the   neighborhood  then  take   sone   other  nut   tree. 

Seed  Germination:-       I7ith  the   condng    of   seeding  time   in  the   localixy 
whether  for  garden  or  farm  crops  ,  the  attention  of  the  children  shoT.ld  be 
CTllsd  to  the   planting   of   seeds.     VJh-^t   is   a  seed?     'Tiat   kinds   are  planted? 
Nane   "^11  garden  seeds   that   are   usua^lly  planted   at  the   cloje   of  the   rainy 
season  or  the  passing   of   snow.      Teach  the  necessary  conditions   tc   grow  seed, 
if   in  soil,  the   soil  rust   be  w-^rm,  rooist    -  not  wet   -  sunshine  and   ^ir.      If 
cert'iin  seeds   are   planted   in  wet    ccld  ground,  wh^t   is    likely  to  happen?     !!a".'. 
a   cardboard   ch-^rt   sho^/ing  best   tir.e  to  sow   certain  seeds.      Children  stick 
seeds    in  groups    of'  tv;o   or  three   un  chart   a?\d    label.      Use    crdimry  mucilage 
but    not   too  much  ''t   a  tire. 


..ature  Study.  Page  119. 

Radish  Seed:-  il-iux   jome  in  mois'i  sand  in  a  ohnllo-;;  box,  keep 
r.iodorately  moist  and  'var;?,  and  dig  up  two  or  three  from  day  to  day  to  ■.•/ate}', 
changes.  Plant  enough  and  have  the  box  large  enough  go  that  some  planto  iray 
mnke  3or.3  growth.   Cr  place  oeed  between  folds  of  d'amp  cloth  or  blotting 
papar  laid  on  a  plaxe  cr  saucer,  put  in  a  warm  place  and  "/atch  the  seed-lr.?-, 
and  rootleta  put   forth.  As  soon  ^s  the  shell  opens  note  hor.'  the  seed-lcavco 
or  cctyledcns  are  folded.  Describe  all  you  see.  \Tmt   is  the  appearance 
of  the  root?  A  further  detailed  study  of  the  grown  radish  is  left  for  ^n 
u,>por  ferade. 

The  Pea :  -  Allot,'  a  quantity  of  pe-?£  to  stand  in  v;ater  for  a  day. 
Compare  a  soTked  pea  'vith  a  dry  one.  Kov;  do  they  differ  -ind  what  has  caused 
the  cha  ige?   Place  a  fev/  dry  peas  in  moist  soil  and  see  r;h^t  would  happen. 
Remove  covering  fror  soaked  seed.  This  is  seed  coat.  Note  tv/o  thick  pieces 
called  cotyledons.  \Tnat  holds  the  cotyledons  together!  Discuss  conditions 
necessary  to  grow  -arden  peas  , successfully.  Encour-^ge  each  child  to  prepare 
a  small  bed  at  home  and  plant  some  peis.   Discuss  value  of  pe-^s  as  food,  A 
lesson  on  the  sweet  peas  can  be  given  in  connection  '.vith  the  study  of  common 
peas.  Teach  the  soil  conditions  best  for  grovrth  of  sv;eet  pFas .  If  possible 
plant  some  on  the  school  ground.  Each  child  should  be  encouraged  to  gro\7 
some  at  home, 

To'jato  Seed :-  A  package  of  choice  tomato  seed  should  be  planted 
in  a  box  in  the  school  room  so  that  each  child  could  have  three  or  four 
plants  to  set  out  at  home.   Discuss  'vhat  these  seeds  will  need  -  as  a  box, 
some  good  soil,  proper  heat,  light  and  moisture  conditions.   Discuss,  when 
the  time  ccmes  for  transplanting,  how  the  plants  should  be  set  out  in  the 


Nature  Study.  p.ige  120. 

grou'^d.   Sho^v  this   by  setting   out  3   plrjut   in  the  corner  of  the  yard  v/here 
the  r.oil  hns  hean  properly  prepared.     V/hsn  the  plants  are  tv/o   or  three  inches 
high  in  the  box,   they  should   be  tr-ansplanted   singly  to  small   cans    or  pots 
4:^'l■  then  later  taken  horie  by  the  children  and  transplanted  again  into  the 
e-^rth.      If  tin  cans   are  used  there  muat  be  holes    in  the  bottom  for  drainrge. 

The  Autumn  Fe.'vtiv^l :-     Before  the  school  closes    for  the  year 
discuss   plans   for  the  coming  school  fair.     Get  the  cooperation  of  the  pare.its 
during  the  summer  vacation.     Appoint  the  necessary  committees.     Urge  each 
chilri  -ind  a^iuit   to  exhibit  the  best    of   its   kind.     Let  the  corrunitteo  on  the 
arrangement   of   exhibits   catch  the  spirit    of  the  follo^/ing:-  "'.7e  all  recognize 
the  appeal   of  a  bouquet   of   f  lov/ers  ,  but  ve  are  unaware  tnat  '7e  may  have  a 
bouquet    of   fruits.     V/e  have  given  little  attention  to  arranging  them  or  any 
study  of  the  kinds   that   consort  'veil  together,   nor  have  v;e  receptacles   in 
niiich  effectively  to  display  them.      Yot  ,   apples   and   oranges   and  plums   and   grap- 
and   nuts  ,   and  good  melons    ind   cucumbers   and  peppers   and    onions  may  be   arranged 
into  the  most   artistic   and   satisfying   combinations,"      B.'.iley,   The  Koly  Earth. 
3.   Animal   Life  Throughout  the   Year. 

Insgct    Life :-     'Jhit  butterflies   are  seen  during  the  first   fev;  v/eeks 
of   school?      Hov/  do   insects   get   ready   for  '-.dntcr?     Have   children  watch  for 
caterpillars.      Give  all  items    of   interest   about  them.      Hov;  many  feet?      Color 
of   head?     Hot;  do  they  eat?     '.7hat   is   their   food?     Put   some   in  a  pasteboard 
box   and   feed  them.     V/atch  for   cocoons.      Cut    open  one   cocoon,     V/hat    is    on  the 
inside?     V/h-?t   insects   are   busy   at  v;ork  in  the  garden?     V/atch  for  spid.-u-s. 
Find  a   spider's   'veb  and  report   about   it.      V/hat   insects   appear   first   in  th.- 
spring?     V.'hcre   found?     V;h-?t    ones   are   destructive  to   fruit    orchards?      Hov/  .re 


Irsture   Study.  Page   121.    ■ 

they  removed?     H-^ve  pupils    s^e  the  difference  between  a  biting  insect   and 

a  sucking   insect.     Methods    of   control  ';7ith  reference  to  manner  of  getting  fee. 

Bird  Life:-       V/h.it  birds   remain  all  the  year?     v;hat  birds  destroy 
insects   and  worr.s    en  trees?     H017  many  have  seen  a  woodpecker?     V/atch  work 
■^n6   iicvenents   ^nd  report.     Ilake  a  special  study  of  the  English  sparrov/  if  tiif-: 
be  one  in  the  vicinity,  vvhere  it  stays,   feeds,  disposition,  etc.     Try  to 
identify  different  birds   by  their  manner   of   flight.     V/hat   is  the   food   of  bird- 
during  the  '?;inter  time?     Observ?5tions   on  nest  building  and  c-?re   of  the  young. 
Mal:e   3   bird   calendar. 

Domestic  Anirorjls  :-       Reviev/  work  and  worth  of  the  common  domestic 
Tnirrols    on  the   f-^rm  as    outlined   in  secord   year.      The   cat  ,  why  have   one  about 
the  house?     What   is   its   food?     V'h^t  does   it  do?     Describe  eyes,  ears,  cla'vs  , 
etc.     I7hat  are  its  ivhiskers?     Hhit  are  the  v/ild  relatives   of  the  c.?t?     V.Tio 
h3s'a,dog   at   home?      Of  ^/h^t   use   is    he?     Tell   -?bout   his    care,   habits,  v/ildr' 
relatives,  etc.        Genenl  study  of   hen.     ''/here  do  they  make  their  nests? 
Eggs,   sizes   ^nd   colors.     Setting  a  hen.     Chickens,  their  food  care  and 
enemies.      Simple   requirements    of   a  good  poultry  house.     Its   care.      Shelter 
for   f^rm  animals, 

Uild  Animals  :«•     Name  allff  ound  in  the  community,     V/hat   ones   are 
injurious  to   cultivated  crops?     In  v/hst  v/ay?     Hov;  exterminated.     Make  a 
special  study  of  the  squirrel   or  rabbit,   food,  manner  of    life,  appearance, 
v-?lue,   etc. 

4.   Physical  Phenomena  and  the   Inorg-^nic  V.'orld. 

\7eather  and  Temperature:-         Study  of  the  thermometer,   its   uses 
and  how  it  -vorks-     Use   of  mercury  and  alcohol.      Place  thermometer   in  various 


h=,ture  Stu'^y.  Page  IZ'i. 

p-?rtSL     f  xhe  roor-  Tnd  noto  the  reridirigs.     Put   n  've^tlier  c-^lend^r  on  the 
lo^rd   •n'i  on  it   recor-;  daily  tainperatura  of  outside  air  froin  rcdingc    of 
thorrometer  hung   on  the  outside   of  the  school  house  for  ^  fev;  iDinutets.     \IYi':' 
is  teir<:^er3-cure?     IVhat  makes  i:7eather? 

The  laoon:-     Appe^nnce  'vhen  it   is   full?      Difference  in  r'ppeirronce 
between  the  )ir,v  poon  and  the  full  noon  ^nd  -.'hy.     '/here  does  the  ne\r  noon 
rise  ind  -.'here  does   it  set.     Does  :r.oon  rise  earlier  or  later  on  3ucceeding 
nights?     lior;  docs  the  noon  give   light?     Discuss   various  phases    of  the  moon. 

Seasons  and  Rainfall :-     Revie'.^'  all  previous  -vork  '-.'ith  reference 
to  change  cf  seasons;      causes   of   rain,  value  of  rain,     T/h^t  are  sncv  and 
ice  and  ho'V  caused? 

P?;y3ical  P'herior'caa;-         Burning  cf  r;cod  and   coal;   Kerosene  lainp; 
evapor^tioi"  of  'v'Lter;     -did  as  a  drying  -jgency  on  Dud ,   etc;      Cloudy  days   and 
nights    contrasted  nith  clear  days   and  nights.      Frost   •'nd  its   effect  upon 
plant   life;   insect   life;  Effect      cf   cold  weather  upon  childrcr, 

Brook  and   Soil:-  Rovie''^  all  previous  instruction  regarding  the 
T/ork  cf  the  brook  and  ho-.v  soil  is  i.iade. 
IV-   Outlines    for  the   Fourth  Grade. 

Pupils  of  the  InterjT'ediate  Grades,  the  Third,  Fourth,  Fifth  and 
Sixth  v/ant  to  kno^.v  Dcre  details.  On  psge  40,  reviev/  the  references  there 
given, 

1,   Humar,  I-Ieeds  ,   Interests    and  Activities, 

Seasonal  Activities  :-       Reviev;  in  genor-?!   -^s   given  in  previous 
grades,      T'lke   sor^e   one  field   crop  as   b-irloy,  ^7hsat   ind    alfalfi    -^nd  r-iThe   a 
detailed  study   of  processes   ind  operations   in  raising  the  crop  from  the 
prepar-^tioi'i  of   the  soil  to  the   final  mrlceting   ofthe   crop,      Ha^-e   childroi. 


'.■<«-;  urc  otuuy.  Page  123. 

'Jea'jonal  Needs  :-   Revie-.v  in  goneral  ns   given  ir.  previous  gr3d23.. 
Tr-Jke  so.^ie  ore  need  as  clothing  or  shelter  3nd  have  children  find  out  just 
hovr  this  need  may  be  supplied,  -  factors,  materials,  labor,  etc. 

Social  Interests  :-  The  year's  recreation  activities.  Plans  and 
prograr.a.   Social  and  educational  values.  Games  and  play  on  the  school 
grounds.  Participation  of  children  and  relation  of  experiences.  V/hat 
institutions  in  the  community  are  helping  to  give  a  richer  social  content 
to  neighborhood  life? 

Health  Needs  :•»  Hygiene  for  the  school  and  houe  and  community. 
Personal  responsibility  of  pupils.  P.efer  to  some  good  elementary  text  on 
physiology  for  materiol  -5nd  rules  for  the  promotion  of  good  health.  Good 
and  bad  teeth  and  their  relation  to  health.  Structure  and  care  of  the  teeth. 
Use  of  teeth.  Use  of  the  toothbrush.  Work  of  the  dentist.  Muscles,  uses, 
movements,  etc.  Bones  and  their  relation  to  muscles.   Good  positions  of  the 
body.  V-^lue  of  good  habits  in  poature  of  body  while  young.  Value  and 
necessity  of  exercise.  A  health  reader  on  the  above  topics  may  be  used 
in  class.  Do  good  thorough  v;ork  in  this  connection. 
2.  Plant  Life  Throughout  the  Year. 

C-arden  Studios  :~  This  is  a  necessary  topic  for  every  grade. 
Review  stucijs  of  previous  grades  and  get  a  new  point  of  viev/  of  some  more 
or  less  familiar  phases  of  garden  interests.   How  does  the  garden  compare 
ivith  previous  years?  V/hat  things  of  special  interest  during  this  year? 
Plans  for  home  and  school  gardens.   Study  of  seed  catalogi;es.  Mistakes 
rrade  last  year  and  measures  to  avoid  them  this  year.  Grov;  several  varieties 
of  radish  ''nd  lettuce  to  determine  the  most  desirable.  Make  out  a  list  cf 


Nature  Study.  •    page  12t. 

vegetables  to  be  planted  for  the  school  exhibit. 

Sweet   Corn:-  Examined  seed.     Discuss   preparation  of   soil  ^nl  bcsx 
tine  to  plart.     vjatch  its  grcj/th  snd  report  v;hen     tnssel  appersrs ;     vyhen  the 
silk  appears;     height   of  stem,  thickress  ,  size   of  ler^ves  ,   etc.     NaTiber  of 
e>rs    on  stalk.      Compare  v/ith  pop  corn  or  field  corn  if   -^ny  is  gro'vn  in  the 
district.      See  list    cf  varieties   on  page   51.     Uses   of  s^/eet   corn.      sTiy 
used  T3   human  food?     Discuss   canning   of  s\7eet    corn.     Tell  all  the  things 
that  must  be  done  from  the  time  the  kernels  are  planted  to  the  tine  ',7hen 
the  cnns   are  shipped  away.   Lavage  done  by  the  corn  ear  'vomi. 

Sunflower :-     Study  eritire  plant  as   it   is   grordzig.     Have  pupils 
tell  -^11  they  see.      Go  into  details   as  to  height,   color,   character  cf  stem, 
leraf,   flo¥;er.     Look  carefully  at   sunflower  he^d  r^t  different  st'-jges   of 
growth.      Is  the   flc'/er   one  or  rmny?     k  small  flo'ver  is    cTlled  v/h^t?     Each 
produces  ivhit!     How  many  seeds   in  ti  head?     Color  and  v'5riou3   uses    of  seeds? 
IThere   on  tho  ho^d  do  the  seeds   ripen  first?     V/atch  tho  bees   on  the  sunflo^'or 
head,     \7hnt  do  they  'vant  and  ^i7hat   are  they  doing? 

Bulbs : -     Have  a  bulb  garden  on  the  school  ground  if  possible. 
Consul-    seed  crj.talogue  3S  to  best  tiine  and  methods   of  setting  bulbs   out. 
Consult   list  on  pages   63  3nd  69  of  bulbs  which  may  be  planted  out   doors   in 
the  f-ill  for  spring  or  summer  bloom.     Tulips  ,  narcissus  ,  daffodils   -^nd 
crocuses   are  good.     "Tio  in  the   community  has   been  especially  successful  in 
bulb  gardeninfj  nt  home?     Hnve  children  find   out  how  success  was  secured. 
Factors   in  success   as  proper  location  of  bulb  bed;      character  of  soil; 
preparation  of  soil;     use   of  ".'ell  rotted  manure;     depth  of  planting;      etc. 
The  indcor  bulb  garden.     Bulbs   planted  in  boxes,  pots    or  tin  cans   for  bloomi;i>. 


Nature   Stud",  Prjge  125, 

indoor  diaring  the  ^jrinter  months.     Discuss   in  detail  how  a  bulb  should  be 
planted"  in  f  lover  pot.     T/h-it  b-.  ibs   are  especially  good  for  this  indoor  work. 
After  pl-jntiT'g  ••jrhy  store  away  in  a   cool  dark  place?     For  licw  long?     Remove 
one  bulb  •'nd  note  root  growth,     \7here  dc  the  roots   start?     VPnere  does  the 
stem  start?     How  can  a  bulb  niake  its   early  growth?     Bring  out   fact  that  food 
is  stored  up  in  the  bulb.      Position  of   pots  in  school  rooir  and  temperature 
during   various   staged    of  grovrth  to  secure  the  best  tlooia.     Growing  bulbs 
in  water  in  tl;3  school  roor-;     how  done;  beat  bulbs   for  this  purpose.     Study 
of  bulbs   :.n  the  schoo3.  room.      Compare  as  to  size,  shape  and   color,  Resemblarv-., 
of  bulbs  to   onions,     TThat   is   a  bulb?     Cut    one   open.     VHiat  is  the  arrangement 
on  the  inside? 

Nasturtium;-'     Study  of  f louver,  stem,   leaves  and  seed.     Teach 
calyx  -  no.    of  parts,  peculiarities,  etc;     Corolla  -  no.   of  petals,  markings, 
nectar  guif "^s   and  spur;     shape   of  lov/er  petals,  etc.     Position  of  stamens 
■vhen  flov;er  first   opens.     Length  of   filaaents.   No.    of  stamens.     Anthers   or 
pollen  boxes.     How  many  open  at  a  time?     The  pistil  and  stigma.     Where  is 
the  seed  box?     Changes   in  its  appearance,     No.    of   seeds.     Color,   etc. 
Pupils   3h.ould  be  interested  to  study  blossoms    of  the  nasturtium  at  home  to 
see  hov;  the  insects   carry  pollen  from  one  flower  to   ^iiothBr,     Motice  the 
special  arrangement   of  the  pistil  and  stamens  to  encourage   cross -pollination. 
How  do  the  f^lo^^^ers   stand  on  the  stem?     Y/hy?     Study  of  characteristics   of  sto. 
and  leaves,     Hov;  does  the  stem  manage  to  climb?     Interes-;ing  facts  about  the 
nasturtium.     Why  a  favorite  about  the  home? 

Onion;-       Have   cliildren  bring  into  the  school  room  a  few  large 
onions,   onion  seed,   onion  sets.     Tfhat  is   an  onion?     Exarine  both  ends  and 


Nature  Stu-Sy.  Page  126. 

discuss  ippe?n.nce.      Outcide  cvering  of   onion.     V/hat  is   its   use?     Cut 
onion  open  and  notice  layers.     V/hat   are  they?     Testing   of  onion  seed. 
Notice  pirts    of  seedc  v;hen  germinfited.     Watch  grovrth  and  report.     Growing 
onions   in  the  garden.     Kind  cf  soil  needed,  preparation  of  the  seed  bed. 
Various  ways   of  gro?/ing  onions.      Onions   for  surrmer  use;      for  ^7inter  use. 
Cultivation  of   onions.     Study  catalogue  for  cultiore  hints   and  oomniercial 
importance   of  the   onion  crop. 

V/ild  Flo^'ers  :-     Review  in  a  general  way  the  studies  given  in  previo 
grades.     Make  a  special. study  of  the   California  Poppy.      Study  parts  as   in 
case   of  the  nasturtium.     Kind  of  root,  stem,   leaves,  flower,  bud,  blossom, 
parts    of  seed,  pod,   etc.     \7hy  a  favorite  flower?     Have  children  discuss  why 
wild   flo'vers   c3n  send  up  blossoms   so  early  in  the  spring  or  after  the  rainy 
season  has   opened?     Dig  up  a   few  to  show  various   kinds   of   underground  stems 
^3  thick  tubers  ,   bulbs  ,   r,nCi  root  stocks.        As    in  the  case   of  the   onion  and 
other  bulbs   food  material  was  stored  in  these  during  last  year's  growth. 
St^rt  a  wild   flower  garden  in  the  corner   of  the  school  grounds   and  discuss  the 
care   of  tha  garden  during  the  summer  vacation. 

'>7eeds  :-     Wtvit   is   a  -veed?     V/ays    in  which  weeds   are  an  injviry^ 
V/hat   are  the  common  v/eeds    of  the  community?  How  many  of  the  list   on  pages 
59-63  do  the  pupils   know?     Take  one   very  common- v/eed  and  find  out  about 
its   root,  v/hether  a  deep-boring  tap-root ;    or  a  tassel-like  root   of  manj^ 
fitrec    also  boring  deep;      or  a  spreading  ,mauy-branched  but  shallow-grov/ing ; 
or  3   creeping  root-stock  with  underground  buds.       Stem,  round,  angled,   or 
grooved!      3c-lid   or  hollow?  Rough  or   smooth?     :;:5iry  or  woolly?     Any  .?pi;.e--'; 
Strong  or  weak?     ".^hat    other  peculiarities   cf  stem?     Describe   leaves-.   How 


Nature  Stucly  Page  li:7. 

arranged  on  a  stall:?     Are   leaves  cmooth  or  rough?     Chr^racter  of   edges? 
when  ices  the  weed  begin  to  blosson?     Wnrd,   Hind   of  blossom  has   it?     Describe 
the  p-jrto   of  the  flower.      Hov;  is   the  pollen  carried  from  fio^ver  to  flov/er, 
by  insects   or  the  windJ     Kov;  do  the   seeds   rip-en,  all  at   once  or  in  succession 
Many  seeds   or  few?     Hov;  acrctsred?     Vfcat  is  an  annual  weed?     A  biennial? 
A  perennial?     Illustntions    of   each. 

Evergreen  Trees  :-     Why  so  called?     Any  growing  in  the  coirrounity? 
See   list   on  page  64.     Pines   as   a  group  are  characterized  by  needle-shaped 
leaves   in  clusters   of  t'vo ,  three   or   five  needles;     by  cones   in  v/hich  little 
seeds   are  borne;      by  v'ood  v;hich  contains  more   or  less  pitch  orrasin.      Speciax 
study  of  the  Western   fellow  pine.      Needles  in  threes,  5  to  10  inches   long; 
color  of   cones   and  size;     size   cf  tree;    character  of  bark:     A  fe-.v  small 
branches   in  the  school  room  to  note-arrangement    of   clusters    of  needles  and 
attachment  to  branch.      Determine  a  year's  growth  on  the  branch.     Do  the 
pines   ind  other   evergreens   shed  their  leaves?     Kov/  different   ircrn  the 
elm  or  the  apple  tree  in  the  manner   of  shedding   of   leaves?     Hov;  are  cones 
attached  to  the  branch?     How  large  are  the  seeds?     How  r=re  the  seeds  ac-yz-.i  .. 
Of  v;hat   value  is   the  v/ood. 

Maple  Tree:-       Trunk  smooth  or  rough,  branches  many  or  fev;,   color 
of  branches   and  trunk?     Hov/  are  the  branches  arranged;  spread  out   or  growir.g 
upvmrd?     Few  or  many  twigs,  straight   or  crooked?     Shape  of  tree,   round   cr 
wide  at  bcttom  and  pointed  at  top  like  a  pyramid,   or  shaped  like  an  umbreilri. 
On  the  twigs    look  for  buds,  sc^rs    nnd  rings.      How  are  buds   arranged,   cppcsit 
or  sl-'er-.-^tg?      Is   there   one  at   the   end.   of  the  twig?     What  will  this   beoore? 
What  will  the  side  bud  become?     Watch  growth  of  tree  for  answers. -Watch  .for 


nature  Study  ?sg3  128. 

flowers   of  the  mapl3.     Distinguish  between  fiov/erathat  h^ve  stfirene  and 
those  thit  h.ive  pistils  which  develop  into  fruit  ind  seeds.     After  the  flo'-vers 
hive  disappeared  ^vntch  the  development   of   seeds.     Ho^v  do  the  seeds  get  av;ay 
from  the  parent  tree?     Of  what   ^.dvant^ge  is  this?     Plant  a  fev/  seeds   in  a  box 
it  school.     Also  plant  a  few  in  the  ground  at  home.     How  long  before  the 
young  pl3nt   begins  to  appear?     Hov;  many  leaves  does  the  young  plant  have  at 
first?     Are  the  leaves    like  those  of  the  big  maple  tree?     Is  the  maple  tree 
a  good  shade  tree?     Of  what  value  is  the  wood? 

Autusm  Festival:-       Plans    for  exhibition  of  best   fruits    of    field, 
garden  -rnd   orchard  in  the  school  house.     Review  general  directions  given  in 
previous  grades.     Appoint   committees  before  school  closes  in  the  sprirg. 
Endeavor  to   enlist  the  cooperation  of  the  patrons. 

3.   Animal  Life  Throughout  the  year, 

In3ect   Life :-     ror  help  in  insect  study  throughout  the  grades 
conault  Essig's    Injurious   and  Beneficial  Insects    of   California     -     See  list 
given  on  pages    53,   ;;4 ,   55   and  5G   of  these  outlines.     Also  get   help  from  the 
County  horticulturist.      Over  forty  counties   now  have  such  an  officer.     For 
this   grade  select   one   insect   injurious  to   orchards,  grapes  and  berries, 
garden,   forage   crops   and   ornamental  plants.      For  illustration  The  Western 
Tivelve-Spotted  Cucumber  Beetle     (Essig.  page  270).     Watch  for  this   insect 
in  the  garden.      De-ocribe  its   appearance.     Hov/  easily  recognized?     Size. 
Search  for   its   eggs.     AppGarr=.nce  of  the  larvae.     What  is  the   life  history 
of  this   beetle?     How  does   it  ?/ork?     Where  found?     \7hat  plants   does    it   eat? 
How  control  this   post?      Give  the  spriy   formula.     What  natural   eneuoies   iocs 
it  have? 


Nature   Study.  Page  12.0. 

Home  Making  Insects  ;-       Bees,  wasps,  ants,  etc.     Mike  a  rietnilnd 
study  of  the  honey  bee.     W^tch  the  bees   at  ?;ork  gathering  pollen  and  iiectnr 
froTii  the  flowers.     J:   possible  watch  them  at  work  in  the  hive.     Classes   of 
bees.     Life  KistoJrj-.      Care   cf  bees. 

The  House  Fly:-     Kinds.     The  common  house  fly  is  bl^ck  in  color 
-vith  five  parallel,  more   or  loss  distinct  grmyish  bands    on  the  back  betv/een 
the  '-rings.     Mo.    of  wings?     Body  ^nd  legs   covered  with  vvhat?     Length  of  life 
of  the  fly?     Breeding  places   of  flies.     Danger  to  health.     Hov/  eradicate 
flies? 

Spiders  ;-       Hov/  differ  from  insects   proper?     Where  are  spiders 
found?     What  time  of  the  year?     Four  general  classes,  web  weavers,   crab 
spiders,  runninng  spiders,   jumping  spiders.     Endeavor  to  study  one  of   each 
class.     Look  for  v;ebs.     How  m^ny  kinds?     N-^mes   of  spiders  with  reference  to 
kind  of  webs    -  Cobweb  weavers  ,  funnel  v/eb  weavers,  filmy  dome  weaver,   orb 
v;eaver,     '.7hnt   is  the  difference  in  the  appearance  of  these  ?;ebs  ?     Try  to 
observe  a  spider  at  Y;ork  spinning   its  xveb.      Use  cf  the  web?     Food   cf  spiders. 
Items   of  interest  about  the  v/eb.     Where  are  the  spinnerets? 

Bird   Li  f 3  :  -     From  list   of  California  Birds  given  on  pages  78? — 87 
select  three   or  four  for  detailed  study  noting  size,   colors  whether  bright    -r 
dull;   special  markings    on  head,  b^.ck,  breast,  wings,   or  t^il;  general 
ohape   of  body  whether  long   and  slender  or  short  and  stocky;     character  of 
bill,  short,  long,   purved  ,  hooked;     -.'ifings  short  -^nd  round  or  long  snd 
slender;     tail  forked,   notched,  square,   f-^n  shaped;     movements,  hop,  v/alk, 
creeping  up  trees  ,  r.otions    of  body  in  viriou?   situTtions  ;     manner   cf    flight 
steady,  direct   zigzag,  quick  or  sic;;,   flapping,  sailing,   etc.     Places  wnere 


Nature  Study.  Page  13C, 

the  particular  birds  are  found,  fields,  ground  the  house,  gardens,  hedges, 
streaps  ,  etc.      Food  and  hov;  procured;  ,  character  of  song  and  call  notes, 

T/ild  Mammals  :-       See  list   of^  pages   39-94  of  these  outlines. 

\Tnat   is  meant  by  v/ild  mairimals?     What   is 
me^nt  by  domestic  or  t^cie  .ii'^ir.mals ?     'tinme  several  of   each  class.     Select 
a  ccnimon  ^vild  mannnp.l  in  the  district   ind  make  a  detailed  study  is   to 
appearance;      chief   characteristics;     habits;      food;  damage  to  crops; 
aaraage  to  trees;     plants  th^t    it  does   not   eat;     natural  enemies;     methods 
cf   control  by  man. 

Barnvnrd  Fo-.-'ls  : -     Different  varieties   or  kinds    of  chickens  , 
ducks,  geese,  turkeys. 

The  Tvrkey-i-     Special  study.      Difference  in  appearance  cf  the 
male  -^nd  female  birds.     Covering  of  the  head   of  the  turkey?     Color  arid  how 
far  down  the  neck?     ^"ihat  is  the  "\7attle"?     What   is  the   "caruncle"?     What" 
are  "the  beads'"    on  the  neck?     Color   of  the  eyes?     Where  is  the  ear?     Can  a 
turkey  hear  v/ell?     Do  turkeys  scratch  like  hens?     Describe   feet   and  legs 
as  to  shipe,  size  and   color.     Where  do  turkeys   like  to  roost?     Are  they 
sound  sleepers?     V/here  do  turkeys  thrive  best?     Yftiat  is  their  food?       Why 
study  the  turkey  iii  the  month  of  Kovember?        Kov;  do  turkeys    fight?     ho^^r 
does   a  "Gobbler"   strut?     Kov/  early  in  the  spring  does  the  turkey  her.  begi:-. 
to   lay  her   eggs?      roi^cribe   the   nesting  place   and  the  turkey  hen's   attitude 
tov/ards   visitors  tc  the  nest.     Hov;  many  eggs   in  the  nest?     Describe  the 
eg^s .     Care  necessary  for  the  young  turkeys.     Are  there  any  v;ild  turkeys    in 
the  viciiiity?     Is  turkey  raising  profitable? 

4,  Physical  Phenomena  and  the  Inorganic  World. 


Hatxire  Study.  Pnge  131. 

Rain:-     How  causei*     Inches   of  rainfall  during  the  past  year? 
Average  rainfall  for  the  loc.Tlity,     Forms   of  w"ter,  ice,  stean,  solid  ice, 
liquid  Avater,  gaseous  steam.   Snow,  Hail,  Frost.  Dow.  Explain  each. 
Distinction  between  "soft"  water  and  "hard"  water.     Storing  of  ice.   fianufact., 
of  ice.     Cold  storage  and  use  of  refrigerators.     Storage  of  v/ater.     Making  c." 
ice  creair. 

Stars : -     Explain  the  term  Constellation.     Locate  the  Big  Dipper   or 
Great  Bear.     Distance  of  the  stars.     How  fast  does  light  travel?     Hov/  far 
-".T/ay  is  the  sun?   The  moon?     Pol-'iris    or  the  pole  star.     It   is   estimated  that 
it  takes   nearly  5.0  years   for  the  light  of  Polaris  to  reach  the  earth.      If 
light  travels   136,000  miles  per  second  hov;  many  miles  sciiey  is  Polaris?     Notice 
position  of  the  Big  Dipper  at   eight    o'clock  of   an  evening  and  then  again  at 
ten  c'clook.      In  v/hich  direction  are  the  Constellations  moving?  Locate  the 
Little  Dipper  .-ind  the  Dragon.     Watch  the  positions   of  these  three  Constella- 
tions  during  various   months    of  the  year. 

Thermometer:-     Explain  construction  and  use.     Keep  a  daily 
temperature   c-'.lendar  for  thirty  days.      Compute  the  average  daily  temperature-. 

The   Sun:-       Time  of  sunrise  and  sunset.     The  longest  day  in  the 
year.      The  shortest.     V;fhat   is  meant  by  "the  sun  crossing  the  line"?  Ivleauing 
of   equinoxes    ?     Solstices?     Kow  long  does   it  take  the  light   of  the  sun  to 
reach  the  earth?     Hov;  many  days    of   cloudless   sunshine  in  one  -veek?     In  one 
monxh? 

V-   Outlines   for  The  Fifth  Gr:^>de. 

1-  Human  Needs,  Interests   and  Activities, 
Vacation  Activities  :-     Reports   on  condition  of  home  gardens.  7/hat 


Nature  Study.  Page  132, 

garden  crops   have  been  harvested?     V/h.^t  are  ebon  to  be  ready  for  harvestir^? 
Discussion  of  spscial  things   in  connection  r/ith  vacation  v;ork  in  the 
gardens.     Preliminary  report   on  proposed  agricultural  exhibit  in  the  school. 
Work  of  various   committees. 

Farm  Interests :-       Survey  of  present   crop  conditions  in  the 
community.     Hor;  many  acres    of  7/heat ,  Barley,   etc,  have  been  harvested?  VFnat 
i3  the  inpoi-tance   of  the   live  stock  interest?     Are  there  any  pure  bred 
herds   of  diiry  cattle?     Kave   children  gather  data  at  home  of  a  general 
agricultural  interest   -^nd  report. 

Season  Activities:-     Describe  the  cutting  of  alfalfa;     wheat; 
corn;   etc.      Special  items    of   interest   in  connection  with  the  orchard  pruniiqg  ; 
the  best  time  for  pruning  nnd  spraying.      Consult  the  County  horticulturist   or 
the  f^rn  adviser   for     information  as  to  latest  phases   of   orchard  management; 
crop  operations;    live  stock;   etc.      If  possible  hsve  children  get  topics   for 
discussion  at  some  farm  bureau  meeting.      Insist  that  the  school  keep  in 
touch  with  progressive  agriculture  in  the  community.     Discuss  best  methods 
of  pi-eparatici  of  seed  bed   for  various   crops. 

Human  Needs :-  Make  a  list   of  the  principal  social,  educational 
and  recreational  needs   of  the  people   of  the  community.     V/hat  attempts   are 
made  to  satisfy  these  needs?     V-Tiat    is  the  farm  bureau  doing  to  satisfy  econor: 
or  social  needs    of  the  farmer?     Do  farmers   need  money  to  develop  their  busi;;: 
Is   the  church  or  the  home  making  any  special  effort  to  satisfy  wants   and   nefr; 
In  \7hat  way?     What   is  the  school  planning  for  the  year?     Modern  conveniences 
in  the  home.     T/hat  do  they   cost?     V/hat   is  a  sanitary  home?     Hov;  is   the 
house   cleaned?     "/hat  devices  may  lighten  labor?     Find  out  what   is  being 


Kature   Stuly,  Page  133. 

introduced  into  the  homos   of  the  community?     How  is  the   farmer's  work  roado 
easier?     Labor  saving  tools   on  the  farm.     Materials   of  which  various   articles 
are  made.     Name  the  metals    used  in  the  construction  of  buildings  and  the 
manufacture   of  tools.     Difference  betv;een  steel  and  iron.     How  is   steel  made: 
¥/hat   is  TluroiniMTi?  etc? 

Health  Needs  ;-     It  will  be  necessary  of   course  duriiig  the  year  to 
review  some  of  the  previous  years'  work  in  physiology  and  hygiene.      This 
ye-ir  the  emphasis  may  be  placed  on  food  and  the  digestive  system  and 
respiration  and  the  organs    of  respiration.     Any  good  elementary  text   or 
health  primer  may  be   used  as   a  reader  to  supplement  the  regular  reading 
material  snd  thus    furnish  abundant  topics    for  discussion.     Plan  to  observe 
health  day  v/ith  a  special  program.     How  prevent  diseases?     Character  of 
disinfectants.      Care  of  the  school  drinking  cups  and  the  v/ater   jar.     Value  of 
good  sunlight  with  reference  to  health.      Condition  of  the  outbuildings. 
Character  of  v/ater  supply  in  the  community, 

2.  Plant   Life  Throughout  the  Year 

Strawberry:-       Reports   on  strawberry  crop   of  the  district .  Are 
any  grown  for   other  th-^n  heme  use?     Make  list   of  questions  for  study  of  the 
strav;berry  plant  ,  the  children  doing  their  observation  work  at  hoiue,     Hav-j 
one  plant  v/ith  runners   in  the  school  room  v;hen  children  make  their  reports. 
Verify  tho  statements   of    children,     Vftiat   is   peculiar  about  the  blossoms   of 
the  str.LWuerry  plant?     IVhen  set   out  strav;berry  plants?     Hew  are  they  set   out  : 
How  cultivated?     Do  the  plants  die  during  the  v/interT'  What  name  is  given 
to  plants  that   live  from  year  to  year?       In  severe  winters  v;hy  are  the  stra-j- 
berry  plaiits   covered?     V/hat   is  meant  by  the  mulchirg    of  plants?     V/hat  materirj 


Nature   Study,  Page  134. 

may  be   u3ed   for  mulching?  Doe^  the  entire  p3  int  live  over  v^inter! 

Biennials  :-     Beet   cr  turnip  as   a  'oype.     Each  child  bring  a  fev; 
beet  seeds  to  school.     Y/here  did  they  get  the  best  seed?     Has  any  one  ever 
seen  the  beet   in  blossom?      Get  s  good  pluinp  beet  and  plant  it   in  a  box. 
At  the  sane  time  plant ■ a  few  of  the  beet  seed.      In  time  the   children  will 
see  that  plants   corie  from  the  beet  root  as  v;ell  as   from  the  seed.     With  the 
seed  growing  into  plants   and  plants  grov/ing  from  the  beet  root  throughout 
the  season  one  may  learn  the  life  history  of  a  beet.      It  takes  two  years   for 
certain  pl3nts    like  the  beet  to  go  through  all  stages    of    life  from  seed  to 
seed.      Such  a  pl-^ns   is   called  a  biennial.      Other  biennials  are  turnip, 
cabbage,  parsnip,   carrot,  salsify,   etc.     'Jirhich  is   the  most  import'^nt? 
Discussion  o-~  the  sugar  beet   industry.  Any  sugar  beets   grcvn  in  the  community 
or  state?How  is  the  ground   prepared  for  sugar  beets?     Method   of   cultivation? 
Hov;  harvested.     Description  of  a  visit  to  the  sugar  beet   factory.     V/hat   is 
the  value  of  biennials  to  man? 

Fiber  Plants : ~       Any  cotton,  hemp  or  flax  gro-m  in  the  community? 
If  so,  have  a  specimen  in  the  school  room  for  study.     Ho\7  is  the   fiber 
separated?     Value   of   fiber.      Manufacture  and  use  of  ropes,  binding  twine, 
etc.     Count   the  number  of  strands   in  a  sball  rope   or  binder  t'vino. 

Lawn  Gra?3 :-         Name  different  kinds    of  plants   used  in  makirg   a 
lawn  -  Kentucky  blue  grass,  v/hite  clover,  Australian  Rye  gr^ss  ,  Bermuda 
grass,   Liopia,  etc.     Dig  up  a  snail  bunch,  wash  soil  out    .        c-^refrlly  ^•''■' 
note   charicter   of   root   grov/th.      Notice  smli   fibers   and   r.iain  root   stock. 
Value   of   root  stock  during  the  dry  season  or  winter.     When  r^i.is  berin 
what    is   the  effect?     XJnys    of   stTrting   some   lawn  grasses   by  sesd   and   sod. 


Na-turt  S-tudy.  Page  13-. 

lu  a  sniall  box  in  the  school  room  plant  riifi^rent   seeds   at  varying  depths 
and  watch  results.     Talk  vTith  some  one  who  has  a  good  lawn  an^.   find  out 
the  various  things  to  insure  a  satisfactory  Liwn,     Best  time  to  wator  3ind 
aov;  a  lawn.     Pl^nt   and  insect  enemies   of  a  lawn  and  their  coiitrol. 

p-^hdelion:-     Notice  plant   in  various   stages   of  growth.     Does    it 
live  through  the  winter?     Biennial   or  perennial?     Notice  arrangement   of 
leaves    o;\  plant    just  appearing  above  the  surface  of  the  ground.     Where  are 
the   oldect   leaves?     The  youngest ?I>ig  up  plants   and  get   entire  root,     Ccmppre 
it  v;ith  roots    of  blue  grass    or  sore  other  plant.     Advantage   of  the   long 
fleshy  tap  root;      Corapare  \7ith  the   California  poppy  in  this   respect.     Pull 
the  rosette   or  cluster   of    leaves   apart  and  notice  tiny  flo"'er  buds.      Study 
flov/er  of  the  dandelion  at  different  stages   of   grovrth,  position,  length  of  ste 
etc,     V/hen  does   the  flo'-'cr   close?     Is  the  flower  a  single   or  cluster! 
Compare  "dth  other  flowers   studied.      Count  the  number  of  flov;crs   on  a  sirgle 
plant.     If   each  flower  makes   a  seed  how  w^ny  seeds  will  a  single  plant 
produce?     VThat  kind   of   seeds  does  the  dandelion  have?     Ho-nv  are  they  scattered; 
What   is  the  best  way  to  exterminate  the  dandelion?     Try  cutting  plants   3t 
different  places,  above  the  surface  of  the  ground,  at  the  surface,  and 
various   degrees    belcv  the  surface. 

V/eeds:-       From  list  given  on  pages   59-63,  select   one  as  the  'Vila 
r.ad7sh      '.'or  example  and  make  a  detailed  study  using  directions   for  studyiiv 
the  dandelion  and  directions   given  in  previous  grades.     Contrast     appe-'r^nc 
ma  are:' of  gron'th,    character    c:    stem,   leaves,   f  lo'"ers  ,  seed   and   root   of   "n, 
wild  rndioh  v/ith  the  dandelion  or  v/ild  morning  glory  or  milfcveoa   or  thistl'_, 
In  this  grade  teach  children  to  recognize  three  nev;  '.veeds   and  stuay  their 


y^iture  Study,  Page  136 

manner   of  gro^rth  ind  me^ns    of  eradication. 

Cultivated   Flo'.'.'Qrs :-     ?ror.   list   cr.  pages   65-66  select   one  f  lo'yer 
for  study  as  the  Petunia  for  ex-jrnple.      Something  about  its   enrly  history, 
original  varieties,  colors.     Development   of   petunias  ^vith  variegated   colors. 
Character  of  stem,v;hy  stems  and  leaves  are  sticky  to  the  touch.      Shape  of 
le-^vss  ,  thickness  ,,  etc.     Parts    of  the  flower  -  tubular  corolla,  no.    of  parts 
u;iited;      calyx  nith  number   of  sepals;      namber  of   stamens   and  how  attached; 
the  pistil  i-;ith  reference  to  position  of   stamens.      Is  the  petunia  a     self- 
pollinated  flo'.ver  cr  is   it  dependent   upon  insects?     Where  is  the   nectary 
and  r;hat   kind   of   insects   zr>n  get   at   ths   nectir?     Watch  a   flov;er  to   find   out. 
Describe  the  seed  pod.      Count  the   number   of  seeds.     V/ith  a  small  glass  note 
peculiar  markings    on  a  seed.     Value  of  the  petunia  as   an  ornamental  plant. 

Wild   Flo"/ers  ;-     From  list   on  page  65  select  two  or  three   comrtion 
in  the   community  and  make  a  detailed  study  of  each  noting  their   environment  , 
time  of  blossom,   etc.     Use  directions  given  on  the  petunia  above  and  learn 
all  the  interesting  things   possible  about  the  particular  wild  flo'vers   under 
study. 

Cultivated  Vspetables:-       From  list  given  on  page   58,   59  select   o:-e 
as  the  Turnip     for  illuctr-'tion  and  make  a  detailed  study  sor;ie7;hat  after  the 
manner   of  studying  the  beet   and  tomato  given  above.     Emphasize  the   food 
v>aluc  and  manner   cf  grov/ing   -  preparation  of  seed  bed,   cultivation,   enemies, 
harvest   and   storing,  methods    cf   cookinp;,   etc. 

TreRS :-        From  lists   given  on  previous   p.iges    of   Ornaiaental,   For-i^ 
and  Fruit   Trees,  by  observation,  beco--ie  acviuainted   in  a  gerieral  v/ay  -vith 
ii3tin3ui3hing  characteristics    of  tv.'o   or  three   illustrations    cf    each  class. 


liature   Study.  Page  137. 

A  detailed  study  of  a  particular  tree  is   left   for  the  sixth  grade, 

AutuTin  Festival  ai^   School  Exhibit:-     Review  on  pager   99-  Admiratiur. 
of   Good  H3teri-?ls    -  page   109-  Harvest   Festival   and  page  120-  The  Autumn 
Festival. 

3.   Animal  Life  Throughout  the  Year. 

The  Pig:-     General  ch-^racteristics .     Coraparison  of  nose  '-/ith  nose 
of  other  farr  animals.     'Vhy  doss   it  root?     Describe  its  teeth,  eyes,  head. 
Doss  the  pig   have  much  intelligence?     How  are  the  ears   placed  on  the  head? 
Ho'v  is   its  body  covered?     Habits  ivA  V;hy  cor.3idered  a  dirty  anirral?     Natural 
food  of  the  hog.     Y/h^t   is    fed  to  the  hog   on  the  farm?     Describe  the   pig's 
foot.     Ho?;  many  toes?     How  many  uo'ed  in  walking?     Can  the  pig  swim?     What 
noises  made  by  the  pig?     Name  and  describe  the  principal  breeds    of  pigs. 
History  of  hcg    (See  Davenport's   Domesticated  Animals   and  Plants), 

The  Gelt :-     Hov/  old  before   it   can  run?     Uhat    is  the  weight    of   a 
colt   one  week  old?     V/hat   care  should  a  young  colt   received     How  teach  hir 
to  lead?     Importance   of  right  training.      Food  of   colt    other  th^n  mother's 
ndlk.     './nen^    are  colts  weaned?     V/hat   kind   of  pasture  is  good   for  a  young 
colt? 

The  Dog : -  Orig-.n.     Uhy  equipped  v;ith  stronger  legs  than  the  cat? 
How  do  the  claws    of  a  dog  differ  from  those  of  a  cat?     Describe  a  dog's 
feet,   Hox:  many  toes?     Describe  the  dog's  body.     V/ith  what  is    it   covere'^. ? 
■..'hgt    is  the  shape  and   color  of  a  dog's    eyes.      Can  the  dog  see  in  the  dark? 
V/hat   abcut   his   ability  to  see  3nd  hear?     VJhat   one  of  the  five  senses   is  most 
l.ighly  developed?      Describe  his   teeth.      For  what   different   purposes    are  tht;y 
used?     How  does   a  dog   express  his   emotions?     V7.hat   noises   does  a  dog  make? 


N,^ture   Study.  Pa^e   138. 

Vtoy  does  a  dog  bay  at  the  moon  or  howl  when  he  hears  music?     Name  the  dii'ier 
breecls    of  .dogs.     Wh3t    lead  to  the  development   of  these  different   breeds? 
.  Mh-'.t   is  tVie  best  dcg.  for  the   f-irm? 

The  Mouse:-     What  good  things   can  be  said   of  the  mouse?     V/here 
does  the  iroucs  live?     Wh-'t    kind  of  a  home  does   it  have?     V/hat   is   its    food; 
V;hat  damage  does   it  do?     How  does  the  field  mouse  differ  from  the  Iiouse 
mouse?     Identify  -jnd   study  the  deer  mouse  and  meadov;  mouse  described   on 
page  92.     Ti/nat  enemies  does  the  mouse  hr^ve?     V/h'st    is  the  most  humane-vay  of 
getting  rid   of  Mice? 

Fish:-     Importance   cf   fishing  industry.      If  possible  have  a  small 
fish  in  a  large  bowl  cf  v/atcr  in  the  school  room.      From  observation  here   or 
fish  in  the  stream  have  children  try  to  determine  hov;  a  fish  moves   through 
the  v/ater;      fii-\s    used  most;      number   of  finS  ;   how  it  eats   and  breathes?     Can 
it  see,  smell  ind  hear?     From  a  visit   or  from  reading  describe  a  fish- 
hatcherjr,     V-^lue    of  fish  as   food.     Kinds   of  fish.     Any  lav/s    for  the  protectir. 
of   fish?     Yi/hat   are  they?     Accounts   of  a  fishing  trip. 

Birds :-     List   of  birds   identified  on  the  black  board.     Keep  bird 
calendar.     Make  special  study  of  seed  eating  birds.     Study  V/estern  Meadov/ 
Lnrk   (p.   B3)  ;      Song   Spnrrov;   (p. 84);     V/hite -Crowned  Sparrow   (8'')-   <^t^^&^- 
Eacked   Goldfinch   (p85) ;    California  Towhee    ^5) 

The  Enplish  Syzrv ovr : ~     I'/hen  and  v/hy   introduced   into  this    countiy? 
Kinds    of  birds  in  ^   flock  of  :?lnglish  Sparrov/s.     Describe  the  male  sparrow; 
the  female  sparrov/.     Chief  differences  between  the  two.     Coloring  varies 
in  vi-'idnes-j  during  different  times    of  the  year.     Size  of  English  Sparrow 
used  --js   a  standard  to  determine  size   of   other  sparrows   and  wild  birds. 


Nature  '^turiy.  Pcge  13o. 

HVoits.      Food.     Ad.ipta-fcion  of  beak  to  get   food.      Action  of  flock  of  Engiioh 
Sp-^rrov/s   feeiing,     Disporjition.     'Vhy  dceo   it  stay  all  the  year?     Hov/  does 
it  treat   native  birds.     Describe  nest,     ^Vell  or  poorly  built?  Character  of 
different  notes.     Under  ■••/hat   circumstances  different  notes  are' used?     In 
••/hat  v;ays   is  the  bird  a  nuisance?     Is   it    of  any  benefit?     How  discourage  ^ 
it   from  living  around   us?     See  page  34. 

Moth  and  Butterfly:-     Four  different   forms  during  life,  viz : - 
Sgg3.    Larva,  Pupa,  Adult.      Look  for  eggs  in  clusters   or  single,   usually 
found    on  plant  v/hich  is   favorite  food   of  young.     The  larva  is  the  \vorin 
I'/hich  h-itches   froir  the  egg.     This    is  the  stage  v/hen  the  eating  and  grooving 
is  done.     Pupa  is  the  period  vhen  it  rests    or  si.eeps   and  wonderful   changes 
take  place.      The  sdult   is   the  full  grown  insect.     Difference  between 
Butterflies   and  Moths:-    (a)   bcdy-Moth  is   stout,  butterfly  is  slender;    (b) 
■■■Tings-    loth  has  v;ings   folded  flat  along  back  \7hen  at  rest,  butterfly  has 
\7ings   erect   over  back  ^-/hen  at  rest;    (c)   Antenme  -  Moth  are  thread  like  or 
feathery,  but   never  knobbed   ^t  the  apex,  butterfly  has   knobs   at   end   of 
rjntennae;      (d)    Flight-  The  moth  flies  at  night,  the  butterfly  flie^y  day; 
(c)   Pupa-  Moth  hTS  pupa  orotected  either  inside  cocoons    or  by  being 
underground   or  in  sore  sheltered  place,  butterfly  has   a  naked  pupa  att'^ched 
by  the  tail  end  to  a  button  of  silk. 

C^bb^ge  B'.'ttcrf ly  ?nd  V/orm:-     (Essig.   Injurious   and  Beneficial 
Insects   of   California  p.  455-457)     Watch  for  butterfly  in  garden  hovering 
over  the  cabbages.     Describe  appearance.     Hov/  tell  the  m-ile  froin  the   female? 
Size   ^nd   color   of   eggs?     Appearance   of   the  ivorm;   the  chrysalis,   find   cut. 
Life  history  of  this  garden  pest.     Nature    of  v/ork  of  the   caterpill3rs    or 


Nature  Study.  Page  140. 

worms.      Dar.iage  to  cr^bbage4     V/hat   other  plants   doeo   the  worn)  feed  upon! 
Control  both  by  spraying  and   cther\7ise. 

The  Devastating;  Grasshopper :-     (Essig  p. 44-49.     See  also  pages 
32,33,38,39,40,41,42).     Where  are  grasshoppers   found?     Watch  movements. 
How  m-^ny  wings?     Legs?     Sizes    of  legs?     Notice  how  under  v/ings   are  folded. 
Use  of   outer  wings.     Watch  movements   of  mouth  when  grasshopper  is   eating. 
Carefully  disaect  the  mouth  showing  all  the  parts.     Names   of  the  parts. 
(See   Comstock's   Hand-bock  cf  Nature  Sxv,dy  for  Teachers-  an  invaluable  help). 
Look  on  the  head   of  the  grasshopper  for   its  eyes.     How  m^ny?     Describe  the 
feelers    or  antennae.      They  arc  the   organs   of  touch.     Raise  the  wings   and 
find  the  e^rs    cf  the  grasshopper.     Hov/  many?     How  does  the  grasshopper  make 
its  music?       Various   kinds    of  grasshoppers.      Describe  the  devastating 
grasshopper,   color,  spots    on  hind  legs,  wings,  etc.     Life  history.     How 
different   from  life  history  of  the  cabbage  butterfly?     Food  plants    of   this 
grasshopper,     Ilethod   of   control.      See  Essig,  p.   38  for  control   of   short- 
horned  grasshoppers   or  true  locusts. 

Mosquitos :-      (See  Bulletin  No.   178,  Mosquito  Control,  College   of 
Agriculture    ,  Berkeley).    ■XJh.^i   do   children  know  •'Iready  about  the  mosquito 
•;nd   its   habits?     VThen  are  mosquitos  most   active?     Vlhen  .^nd  where  do  they 
rest?     \7hat  do  they  eat?     I'lost   live  largely  upon  juices    of   plants   as  they 
do  not  hTve  a  chance  to  suck  the  blocd  of   animals.      Only  the   females  bite. 
Discuss    life  history.     Breeding  places;     eggs,   larvae  or  "higgle  t^ils?     How 
long  does   it  t-^ke   for  the  eggs  to  hatch?     Position  of   larvae  in  water. 
Larvae   of  malarial  mosquitos  almost  parallel  v/ith  surface   of  the  ivater. 
Larvae   of  common  mosquitos   beneath  surface  of  water  at  an  angle   cf   about 


forty-five  degrees.      How  does  the  larvae  breathe.     Change   of   larvae  to 
pupae.     Description.     Do  the  pupae  novc  as  did  the  larvao?     Ho'.v  does  the 
pupae  breathe?     Does   it   eat  -anything?     V/atch  for  the  pupae  skixis  from  which 
have  emerged  the  adult  mosquito.     Methods   of   control.      See  also  Farmers' 
Bulletins  No.   155  U.    S.   Dept.    of  Agriculture  on  "How  Insects   Affect  the 
Health  in  Rural  Districts." 

4.   Physical  Phenomena  and  the   Inorganic  World. 

Heat : -     Chief  source.     Nature.     How  heat  produces   light?     Differcuc 
betveen  heat  and   light.     Discussion  of  primitive  fire-making.     Ilodern  way. 
Various  ways    of  producing  heat-friction,   combustion,  etc.     Ways   in  which 
he^t   may  be  ti'ansmitted.     Explanation  of   conductor  and   non-conductor. 
Application  to  kinds    of   clothing,  weight,  material,  color,  etc,     Meaniig 
of   fire  proof  buildings.      First  aid  for  a  severe  burn.     Meaningi  of 
"spont-c^iieouG   combustion."      Illustraticns    of  action  of   heat  in  common 
affairs   of   life  ns   pouring  hot  xvater  into  a  glass  dish. 

Crystals  :-     Jl  ] ustrations   in  nature,      Ex-^minc   ice  and  snow; 
surface  of   freshly  broken  rocks    or  minerals.     How  make   crystals  v/'ith 
coir/non  salt   or  vvith  alum?.    Blue  vitriol  is   a  poison  yet    it  mkes   fine 
crystals,     V/hnt   is   rock  candy?     VJhat   precious  stones   are  crystals? 

Rocks :-       How  formed?     Explain  granite,  lava,  slate,     sandstone, 
limestone.     Have  specimens   in  the  school  room  for  a  discussion  on  the  origin 
of  soil.     Relation  of   rocks  to  the  earth's   crust,     VPnat   is  sedimentary 
rock;      Look  at  small  stones   along  the  edge  of  a  stream  or  in  the  dry  bed. 
'Jhat   are  the  various    shapes?     P/h-^t   has   caused  the   changes?     V/hat  are  the 
fossils    sometimes   founr^in  rocks?     ,  V/h^t 


Kati'.re   Study.  Page  142, 

forces   cause  the  decay  of  rocks?     V<'hat  are  some  of  the  comrooR  minerals 
found  in  rocks? 

Air :-       Different  things  th^t  mnke  the  air.     How  deep  or  thick 
is  the  layer  of  air  surrounding  the  earth?     Hqvj  heavy  is  the  air  or  what 
is   its  pressure?     V/hy  do  vie  not  feel  this  pressure?     What  do  we  mean  by  the 
temperature   of  the  atmosphere?     Kow  do  we  measure  it?     V/hy  does  the  air 
get  colder  as  v;e  go  up?     V/hat  causes  winds?     Necessity  of  air  for  animals 
-ind  pl'^nts.     Air  in  soil  and  v/ater.     Hff-T  is  air  made  impure?     Explain  how 
carbon  dioxide  is  irvide.     V/hat  relation  does   oxygen  have  to  combustion?     How 
is   nitrogen  valuable  to  plant  life?     If  the  atmosphere  at  the  sea  level 
v/eighs   15  pounds   to  the  square   inch,   and  if  four-fifths    of  this  weight  is 
nitrogen,  hov;  many  pounds    of   nitrogen  are  pressing  down  on  every  acre  of 
the   earh's   surface?     V/hat   is  meant  by  the  expression,  "millions    in  the  air"? 

VI-  Outlines    for  the  Sixth  Grade. 

1.  Human  Needs,  Interests  and  Activities. 

Silo  Construction:-       Number  of  silos   in  the  community?     Any  in 
the  process    of  construction?     Children  get  data  as  to  materials  used, 
v/ood,   concrete,  brick,  stone  or  steel.     Method   of  construction.     Size  and 
shape   of  a  silo.      Children  estimate  the  volume   of  a  silo  in  pounds.    Find 
out   hov;  many  pounds   of  silage  are   fed  daily  to  a  cov/.     Estimate  how  long 
the  silage   in  this  particular  silo  would  last   for  a  herd   cf  tr-n  cov;s. 
Advantages    of  a  silo.      See   Circular   138   of  the   College   of  Agriculture   at 
Berkeley   on  "The  3ilo  in  California  Agriculture"   by  F.  V/.  Woll. 

CorresiJonclfciice   Courses   in  Agriculture;-     Thrcigh  the  pupils   of 
the  school  make   an  agricultural   education  survey   of  the   district  to  ascertnin 


Wf-tura  otu-ly.  Psge  14-3 

how  many  ire  enrolled  in  the  correspondence  courses   of  the  Division  of 

AtLriculturrl  Education  of  the  University  of   California.     Send  for  circulsr 

describing  the   character   of  these  courses.     Ilany  of  these  courses  v/ill 

prove   of  v-ilue  to  the  teacher  in  the  ";ork  of  the  seventh  *ind  the  eighth 

grades. 

Special  Irrigation  Problems:-  Very  valuable  material  for  many 

ruril  schools   in  Bulletin  No.   2b3   of  the  College  of  Agriculture  -it  Berkeley 

entitled  "Irrigation  3nd   Soil  Conditions   in  the  3ierrf3  Nevada  Foothills     • 

I7ell  illustnved    vith  photographs   and  diTgrams . 

Cilifor.da"./  Text  to  be  stu-.iaed  by  the  teacher  -^nd  a  series    of  questions 

placed  on  the  bl3ckbcard  the  answers  to  v/hich  'vill  be  brought  in  by  the 

children  after    observation  and  study  of   irrigation  practices   and  soil 

ccndi-^ions   of  the  school  district.     This   is    a  most   important  topic  under 

human  needs  and   interests   in  California  agriculture. 

Marketing  Grain:-     Methods   of   storing  v;heat ,  barley,  etc.   Changes 

in  shipping  conditions.     The  sack  versus  the  bulk  method.      Iteara   of   nost 

in  h-^rvesting  and  shipping.      See  Circular  No.   152  of  the  College   of 

Agriculture   at   Berkeley  entitled   "Some  Observations   on  the  Bulk  Handling 

of   Grain  for  Califcniia" .      Teacher  make  out    lists    of  questions   for  children 

to  investigate  at  home.     The  bulletins   mentioned  above  are  not  to  be  put 

into  the  hands    of  pupils.      They  furnish  material  for  the  teacher  to 

emphasize  in  this  grade  and  the  t^vo  upper  grades  more  the  economic  phase 

of  agricultural  nature  sti;dy. 

Recreational  Heeds :-     Discussion  of  social  activities    of   the 

« 

neighborhood.  Reports  on  community   fairs,  pl^y  festivals,  picnics, 

fishing  excursions,  etc.  How  can  the  school  house  be  made  the  social  and 


i'Hture  Gtu'-iy.  Page  144. 

recre-ition  csntcr?     Spirit   ?nci   pnctiol  ".p plication-  of  the   Cilifornia 
l-'w  in  tki?  regard, 

He-^lth  ana   Sanitation:-       General  he^ilth  of  the  comrounity.     Any 
epidemics  because  of   cortarious  diseases   nr  bad  sanitary  conditions? 
Drain-ge   ^nd  water  supply  of  the  community.      From  an  elenient'^ry  text   on 
pliysiology  and  hjfgiene  mke  a  special  study  of  the  eye.     Parts    cf  the  eye. 
Muscles,  gl-^n'is  ,  etc.      Kind  of   light  best   for  reading.     Effect   of   bad   light 
V/eak  eyesight   and  the  need  of  gl-asses.     How  test  the  eye  for  deficiencies 
in  sight?     Supreme  importTnco  cf  guarding  thu  eyesight    of  children. 
Ghp.rarter  of   light   in  the  school  room.      Special  study  of   Circulation   and 
the   organs   of  circulation.     The  blood,   composition,   etc.     Keeping  the 
blood  pure.     Dangers   of  diseases   catering  the   body  through  the  blood   by 
infection.      S.^rit^ry  importance   of   cle?nlir.e33.      Individual  drinking   cups, 
the  sanitary  eartheni.  water   jar  or  the  bubbling  fountain.     The  skin, 
structure,  -^nd   office   of  regulating  the  temperature   cf  the  body.     Glands   of 
the  skin.      Care   of  the  skin.     Appendages   of  the  skin  a^.air  and   nails. 
Importance  and   care.     Review  food  and  digestion, 

2,   Plant   Life  throughout  the   Year. 

Gcranign  Cntting-.s  :-     As   soon  as  the  rainy  season  opcjis  -veil 
enough  to  prepare  the  soil  pl^nt  some  cuttings.     Discussion  of  the  part   ot 
the  geranj um  to  plant    -  old  stem  or  ne\7  grcv/th?     Shov/  ho'v  to  prepare  tho 
cutting  before  plnced  in  the  earth.      Some  put  the  cuttings    or  "slips''   in 
a  box  of  sand  in  the  school  room  v/here  a  better  control  may  be  had,      3ho;v 
how  to  place  the  cuttings   in  the  sand.  Tiscuss   favorable  ccnditions   for 
groT/th  as   to  moisture,   light,  temperature.      Transplant  to  open  ground  when 


Mature  Study.  Page  145. 

cuttings  -are  nell  rooted.  Teach  children  how  to  transplant.  After  tr.'inS' 
planting  watch  for  new  leave-s.  ChiHren  bring  flo'ver  pots  to  school  for 
cuttings  to  tike  home.  Discussion  of  proper  soil,  drainage,  etc  for  the 
potted  plant.  Teach  children  how  to  pot  a  plant  properly.  Consult  some 
experienced  gardener  or  houser;ife  who  has  been  successful.  V/hile  the  cutting/' 
are  in  the  box  pull  up  one  or  two.  Examine  the  end.  Has  a  "callus"  formed? 
V/hat  do  you  mean  by  "callus"?  Experiments  of  placing  a  potted  plant  in 
different  positions  near  the  i-'indow  to  see  the  effect  of  sunlight  upon 
grovir.g  plants,  YJhat  other  plants  beside  the  geranium  may  be  propagated  by 
cuttings?  Advantages  of  using  cuttings  instead  of  seeds  -  quicker  results 
aiid  suro  to  get  same  kind  of  plant  as  the  -parent. 

Grape  Cuttings :-   Consult  some  one  with  experience  either  the 
County  horticulturist  or  a  successful  grower  of  grapes  to  find  out  (a)  Are 
cuttings  employed  very  nuch  to  start  new  vineyards?  If  not,  what  ways  are 
employed?   (b)  If  so,  'vhen  is  the  best  time  to  make  the  cuttings?  (c)  From 
v;hat  wood  or  cane  is  the  cutting  -rade?   (d)  How  many  buds  on  a  cuttir^ 
and  havr   arranged ?(e)How  is  a  cutting  made?   (f)  When  place  the  cuttings  in 
soil  or  sand?   (g)  How  long  dees  it  take  for  a  "callus"  to  form?   (h)  V/hen 
are  the  cuttings  transplanted?   (i)  Method  of  permanent  planting.   Care  of 
the  vineyard.  Methods  of  pruning  employed.  V/hen  pruring  should  be  done? 
On  pages  56  and  57  look  over  varieties  of  grapes,  mentioned.  V/hat  varietie-^ 
fit  the  particular  locality  of  the  school?    Children  report  on  cultural 
methods,  diseases  or  injurious  insects  and  commercial  importance  of  different 
varieties.  Samples  of  different  varieties  studied  in  the  school  room. 

Graft  in?::-   Find  out  the  variois  practices  among  crchardists  in 


ilTture   Stu-iy.  Page   146. 

the  '.Ustrict.     Vflint  guiding  principle  or  principles   in  grafting!     Comnon 

example  cf  English  Wnlnut  upon  nnti-c  black  vrilnut  stock?     Have  school 

report   ''ll   other  examples.      Best  time  tc  graft?     Best  method  of  grafting? 

Advantages   of  grafting? 

Bvdding:-     Meaning?     To  v/hat   extent  practiced  in  the  corrmunity: 

V/hen  to  bud;'     Ldscuss  nethod  of  budding.     Advantages, 

make 
Deronstraticn  of  Frcpagation:-       If  possible/arrangements  '■lith 

the  County  horiiculturi-t' ,  tho  f-^rn  adviser,   or  a   successful  local  gardener 

or  fruit  gro'vor  tc  visit   your  r-ciiool  on  some  Friday  afternoon  and  give  a 

practical  derr.onstration  before  thv6hildren  of   all  the  best  ways   of   plant 

propagatj.on.      This   need  not  be   limited  to  the  sixth  grade  but  should  cone 

before  the  tiTtire  school  considered  as   a  single  class. 

Fruit   3lc3sc.:iG  :-       Study  blossoms    oi   all   common  fruit  trees   in  th<- 

neighborhood.     Sh-^po  of  bud?     tVhere  placed  on  the  twig?     Describe  bud  and 

bud  sc'.les?     TThat   changes    as   bud  exp-^nds   in  the  bud-scales?     Do  leaves   and 

flowers   come  from  the  same  bud?     Difference  botv;een  leaf  bud  and  fruit   bud? 

On  what  growth  of  wood  are   flower  buds  borne?     V/hat  are  tho  scars   seen  on 

twigs?         Notice  a  bud  ready  to  open.    'Length  of   its  stem?     Describe  calyx. 

Are  sepals  entirely  separate   or   joined?     Vhere  united?     Number  of  sepaTc? 

Describe  the   open  blossom,       Number   of  petals?     Shape  of  petals?     Hov; 

attached?     Color  cf  petals?     Number   of  stamens?     Hov;  attached  to  the  flower? 

Length  of  stamens?     Color  of   anthers,  pollen  and   filaments?     Number  of 

pistils?     Describe  the  stigma,   color  and  position    -.'ith  refernnce  to   anthera  ■ 

Do   fruit  blossoms   close  nt   night?     Any  insects    about  the  blossoms?     Their 

importance?     \Jhoii  petals    fall,  what    is   left?     VjTi-it   part   of  the   flower   devtlo; 


Nature  S!:udy.  Page  147,. 

into  the  fruit?     \7hat  happens  to  the  sepals   or  CTlyx?     When  is  tnc  best  tire 
to  spriy  the  blossoms?     Study  the  bude    ^nd  blossoms   of  the  apple  as   a  type 
ariii  then  compare  all  points  ivith  blossoms   of  the  peach,   cherry,  prune,  por  . 
pliras  ,  apricots.      Uovi  many  of  the  fruit  trees    listed  on  page  75  are  grown 
in  the  Icc^l  riistrict?     "ii/hen  in  doubt  3bout  some  of  the  details  in  blosaora 
study  consult  the  county  horticulturist.      Have  your  name   on  the  mailing  list 
of  the  State  Commission  of   Horticulture  at   Sacramento  to  receive  the 
Monthly  Bulletins   issued   free.     Ask  the  College  of   Agriculture  at   Berkeley 
for  co-jies   of  r^ll  bulletins   on  fruits   of  California.     Build  up  a  reference 
library  in  the  school. 

Study  of  the  Apple  :-       Shape  in  different  varieties.     Are  any  t\7o 
apples   of  the  same  variety  exactly  alike?     General   characteristics    of   a 
particular  variety  as   to  shape;   color  markings    of  the  skin;     character  of 
skin  whether  tough  or  delicate,  etc.      Value  of  the  skin?     l/hy  care  in  packir,,;^ 
for  shipping?     Notice  carefully  the  stem  end  and  blossom  end   of  the  apple, 
r/hat   are  the  i^ithered  points   at  the  blossom  end   of  the  apple?     Position  in 
different  varieties    of   apples?     Cut    open  an  apple.     Notice  texture   of  the 
fleshy  part.   Locate  and  describe  carpels.     Cut  an  apple  across  midv;ay 
betv/een  stem  end  and  blossom  end  and  note  the  five-pointed  star.     What  lou... 
here?     Describe  the  apple  seed.     In  either  portion  cf  the  apple  thus   cut 
across    locate  the   "core  line."     Identify  the  bundles   of   fibers   extendirg 
through  the  center  of  tyie  apple  from,  stem  to  bTSin.     Hov/  many?     Identify  t;i 
second   "core  lino"   in  the  cut-open  apple.     Can  you  see  ten  faint  dots  in 
the  cross  section  of  the  apple?     What  are  these  dots?     Discussion  of  the 
value   of  apples    as   food.     Various  ways    of  cooking.     Methods   of  storing  and 


Nature  Study,  Page   i4S. 

marketing,     \7h3t  different  varieties   of  apples  grown  in  the  neighborhood? 

The  Potato :-     Mal:e  '?.  brief   potato  survey  of  the  coimriunity  to 
ascertain  the  iinportrince   of  this  particular  crop  locally.     Any  grov/n  on  a 
large  3cr»le  comrnercially ?     'Ao,   of  acres,     l-Io.    of  bags  sold   I'ist  year.     Prico 
per  bag.      Shipped  av;ay  v/hen  dug?     Any  stored  and  methods    of  storage?     Docs 
each  family  grov/  enough  for  food?     Bring  a  few  potatoes  to' school,  varieties 
of  63 ch,   kind  grown  in  the  district.      Study  variety  types   ^nd  characteristics 
Is  the  pot-^to  .3   seed?     If   not,  vvh-^t    is   it?     Why  s^y  "seed"  potatoes?     Discu33 
the  "eves"   of  the  potato.     Hov;  is  the  potato  a  part   of  the  stero?     If  so 
^•;here  are  the  buds?     C\A   a  potato  in  tv;o  through  one  of  the  "eyes".     Describe 
and  sketch  cress  section.     Compare  'vith  cross   section  of  a  tnick  branch 
cf  a  tree.     I.!ake  the   Iodine  test   for  starch  of  the  potato.     Put  tv;o   or  three 
potatoes   in  a  box  of  sand,  moisten  properly,   keep  in  proper  temperature  and 
light  and  direct    children  to  record  daily  observations.      Plant  the^^hole 
potato   or  cut   it   in  pieces?     Practices   of  potato  grov/ers    of  the  community. 
Have   children  make   observations    of  the  best  methods   of  preparing  the  seed 
bed  for  potato  planting.     Discussion  in  class.      Rotation  of  crops   valuable 
for  the  potato  patch.     V/liy?     How  plant  potatoes?     Insist   on  careful  state- 
ment  of  all  details.     Various  methods   of   cultivation  observed  and  reported 
on.     Arrange  that   each  child   large  enough  may  have  a  fev;  choice  potatoes 
for  seed  and  start  a  potato  growing  contest  at  home,  the  best   of  the  yield 
to  be  exhibited,  ao  the  school  fair.       Each  pupil  keep  a  careful  record 
of  this  home   project   in  potato  grov;ing  ,   viz:   size   of   plat;    no.    of   potatoes 
planted;   the   variety;   method    of  preparing  the  soil;  v;hen  and   how  planted? 
Dates  vrhen  plants   first  appeared  above  the  ground;     v/hen  the  tubers  v/ero  bi? 


::aturc  Study.  P,gp   149, 

enough  for  use;    vhen  pox-itoea  were  finilly  dug?     Speci*?.!  treatwent  for  inseol, 
pe'-ts    or  di'seases.     "Jith  clas3  study  the  potato   f lower;   color  aiid  position 
on  the  stem;   color  of   flowers    of  different  varieties.     Any  other  plants 
have  flowers  sirdlar  to  the  potato  .flower!     Compare  'dth  the  toinato  flov/er. 
Discuss  the  formalin  treatment   for  potato  scab. 

Weeds:-     V/hy  successful  plants?     Make  lists    of  ivceds   according 
to  place  -jhere  they  grow  -    [p,)   Garden  (b)    Cultivated   fields,    (c)   Pasture, 
(d)   Lawn  and  vacant   lots,    (e)   noadside.  .Croup  these  same  v;eeds   as  to  life 
into    (a)   Annuals,    (b)   Biei-nials.    (c)    Perenniai.      On  pages    59-53  select  three 
■veeds   not   studiad  thu3   fi.r  md  discuss   environment  as  to  soil,  moist-jre, 
climate,  relation  to   other  plants,   etc.     Recognition  of  weeds.     General 
form  of  plant.      Characteristics    of  stem,  leaves,   root,  flov;er,  seeds,  habits 
of  grovrth  and  m'^nner   01    seed  dispersal.     Methods   of  eradication.      See  Shaw's 
Weeds   and  Hov;  to  Eradicate:,  Thes;     VJeed's   Farm  Friends  and  Farm  Foes,  Part   I, 
Farmers'  Bulletins  ilo.    138,  V/eeds   used  in  !ledicine;  Uo.   279,  A  Method   of 
Eradicating  Johnson  Grass;     No.   660,  V/eeds   and  ho'-'  to  Control  Them   (List    of 
50  '7or3t  \7oeds) . 

Trees  :-     Her;  rrany  of  the  trees   listed   on  pages   63-65     are   found 
in  the  vicinity   of  the  sch.ool?     Brirg  twigs   into  school  room  and  study  biidJ  , 
leaf   scars,   rings    of  grov.'th  ,   etc.      Sketch  tv;ig3   shov.-ing   everything.      E-escrifcc 
the  (iifferent  part-J    cf  a  tret.      Co:;iparis on  of   p-^rtr   in  different  trees.      F- 
recognize  trees    by  shape    cf   leaf   and   color  of   b':rk?     Iicv;  dc  trees   reproduce 
their   kird?        Ho'/  do  trees    breathe?      iiow  do  trees   grow/?      Kow  do  trees    ferd^ 
Best  methods   of  planting  trees?     Value   of  trees?     Trees   and  forestry.     The 
spirit   cf  forestry.     Vnlue    of  the  small  ivoodlot  at  hoi.ie.      o^e  Jep^on's  Treos 


Nat'ar   S+wb-.  Prjge  150, 

of   C-ilif  or-.iia;      Con>3tock'a   Handbook  of  Ihture   Stu-^y  for  Tenchers ;   3nd  Roger's 
/oarng  Green  Trees . 

Gcrdi^n  Y/or]:;-       Plan  for  the  hcne  vegot-jblc  nnd  flo'ver  grirden. 
Study  seed  c-5ti.logves ,     Discuss  what  to  plant  in  the  v/ay  of  Tnnu-?lc  and 
bipmiiais. 

Fall   Festival:-     Lake  necoss-iry  plane    for  the  annual  school  fair 
■r.vi  harvest  hoinc  festival,      SLudy  artistic  arrange~?cnt    of   fruits  ,  vegetabloT 
md  flov/crs. 

3.  Anirml  Life  Throu;;hc'at  the  Year, 


Insects  :-        (RefGrcnce,  Essig's   Injurious   -^nd  Beneficial  Insects) 

Godlin-^'ioth:-     (Essig  p.  456-433).    otuiy  in  connection  'vith  the 
apple.     Description  of   eggs,  l^rvTe,   etc.     Life  History;     ilat-ore    of  work; 
food;    control,  'vhen  to  SL'ray,   etc!     Children  nake  observations   in  orchards 
and  report . 

Other  Insects :-     In  like  manner  study  San  Jose  Scale    (Essig  p. 
179-180);  V/ilnut  Aphis    (Essig  p.    32-J3)  ;     Squash  bug    (Essig  p.   202-203); 
Potato  tuber  I.'oth   (Essig's   p,   44^i-447)  ;     See  tIso  Lionthly  Bulletins   of  the 
State  Horticultural  Gommisuion, 

Birds :-     As  tree  protectors.      From  list  given  on  pages   73-87 
select    for  study  those  birds  that   espccinllj*  feed   on  insects  as   r.Gd-ohiftcd 
Flicker   or  Ycllo-;  H'rner ;      O-'lifornia  '.7ood  pecker;     V/estern  MeadcR7lark; 
Eullock  Oriole;      BlTck-Hcaded  Grosbeak;     ■;/estorn '.'-srbling  Vireo ;      Caliicrvd 
Bush-Tit;     'Vestern  Blue-Bird.      For  helps   in  teaching  see   list    cf  bocks    -.vl 
pamphlets   given  on  pages   83-89.      Classifj-  birds    -js   to  permanent  res.de/.t.::  , 
sumirier  residents,  v/intcr  residents,     migrants. 


H:?tur3  Study.  Page  151. 

Geese :-     General  rippearince.     Chief  differences  between  a  goose 
Tnd  a  Tuck  ^s  to  bill,  length  of   neck,  legs,  wings,  wnlk,   flight.     Examine 
tnck  of  goose,     How  different  from  tnck  of  the  duck?     IThen  .ire  geese 
"picked"?     I7hy?     Describe  in  sh^pe  and  color  the  Tou\ouse,  the  Erobden,  the 
African  ind  the  Chineee  geose,     Hov;  mny  found  in  the  school  district? 
Describe  food  of  geese;   nest   ind  eggs,     V/h^t   n-^ne  given  to  the  young  of  geese 
Describe  in  general  appearTince  ?nd  covering.      Hov;  do  the   old  t'tke  ciro   of 
their  young?     Ho'7  does   a  goose  fight?     What   c^Te  does   ^  goose  t^ke  cf  her 
body?     Stories    of  geese  -^.s  to  their  intelligence,   etc. 

She  op:-       Any  in  the  district?     V/hit   kinds?     Are  they  "button" 
r;r"'.7ool"  Sheep?     'ieinins   of  terrps  ?     Study  habits    cf  sheep.     Describe  the  r-outi 
Kov;  n-jny  ?nd  whnt   kinds   cf  teeth?     Ho^v  cin  a  sheep  e^t  the  gr^.ss   so   closel-"-? 
Are     sheep  ^llo^/ed  in  the  fcra^t  reservations?     I7hy  not?     Enemies   of  the 
sheep?  Kov;  does   s  sheep  fight?     Hearing  and  seeing  of  the  sheep?     Describe 
a  youn--   l?mb,     Naae  the  principal  breeds   of  sheep?     '.7hit.ar8  the  chief  thinga 
that   distirif^uish  a  cheep  froD  other   animals?     V/hat   are  the  chief  qu-'lities    of 
a  good  shepherd   and   his   dog?     XJhore  ^vas  the  original  home   of  the  sheer^? 
Ko^.7  does   a  sheep  differ  from  a  goat? 

r/ild  ?.!aromals  :-  Study  h^bit3   of   California  mole;     California  Coon; 
California  Skunk;   and  C-'lifornia  Pocket   Gopher.      See  descriptivB  natter  on 
p-iges   39-93.      In  addition  to  helps   mentioned   on  page  94,  consult   Comstoc^fs 
i-hndbook  of  Nature   Study  for  teachers   for  valuable  suggestions  nrd   ^iractical 
helps,     i-'rite  to   College    of   AgricuUurc    and   U,    3.   Department    of  Agriculture 
for  BulletiiiS.      Above  all   else,  set   the   children  to  -ntching  these  anir-'ls 
to  discover  their  manner   of   life. 


iiiture  Study  P^^ge  lb2, 

4.   Fhj/sicrrl  phenomena  and  the  Inorgfinic  V/oi'ld, 
¥i/ar;thcr :-    V/ork  of  the  "/eather  Bureau  of  the  U,   S,  Dep3.rtrDent  of 
Agriculture   in  relation  to   fTin  interests.     Weather  Ilaps .     Get   copies    for 
se/eral  successive  r.riys   ^.nd  "/ith  3  vnll  mip  of  the  United  St'^tes   leirn  her? 
to  re<?f'.  the  ^'either  mT,p.     Hoinings   of  areas    of  high  pressure  and  lov;  pressur^^, 
TJhat  do  the  -irrovs   on  the  map  irdicate?     Meaning  of   isobars?     The  novencnt 
of   a  stcrri.      Character  of   clouds,  '.vinds   -nd   changes    of  the  barometer  and 
therinometer.     Mernning  of  a   -jyclone  area  and  an  anti-cyclone  area?       V/hat   is   a 
cyclone?       Hov;  dees  the  air  nove  in  a  cyclone  area?     In  an  anti-cyclone  area? 
Enumerate  the  -jveather  conditions  during  the  passage  of  a  cyclone,     V/eather 
signals   of  the  Bureau,  storro  v/arnings    -  uses    of   flags,  whistles,  etc. 
References:-  V'aldds   Elementary  T'ctocrology ,  Davis'  Elementary  ?'etec'Xlogy 
and  Bulletins   from  the  U.    S.  V/eather  Bureau. 

Barometer :-     Study  in  connection  v/ith  weather  map,  etc,     Kow  is 
a  barometer  iride?     Use   of  mercury.     How  high  is  the  column  of  mercury  at  the 
sea  level?     TJljat   is  the  pressure   of   air  at  this   point?     Hov;  is  the  barometer 
useful  in  measuring  heights   of  mountains,  etc?     Actior^s   of  the  barometer  to 
indicate  fair  or   fovil  v;eather.     Revie\7  the  thermometer. 

Ligjht  : -     Meaning  of  the  term  "self -'luminous"?     Give  illustrations 
of  self-luminous   bodies   in  nature.     What  is  a  "luminous"   object?  Oxve 
illustr-tions.      How  do   light-rays   travel^     '/hich  tr-^vels  the   faster,   light 
or  sound?     Give  proof   of   your  answer.     What  is   the  velocity  cf  light  per 
second?     Of  sound?     Hov;  long  does   it   take  light   from  the  sun  to  reach  the 
earth?     How  long  does   it  take  to  reach  the  earth  from  the  nearest   fixed  star-? 
V/hy  does    a  spoon  appear  broken  -jhen  placed  in  a   tumbler  half-full   of  v/ator? 


Nature   Study.  Page   153, 

VJhy  can  've  see   ourselves   in  h  pirror?     Meaning   of  diffused  light   3nd  why 
it   is  lest    for   our  eyes?     T7h^t   is  the  sun-dial?     Brief  description  of  the 
sol^r  spectrum  ihd  expl-iin  the  meaning  of  the  seemingly  meiningless  v/ord 
"_Vit_^"/cr " ,  Effect    of  nunlight    ?n  plants?     On  life  in  the  hone  -and  the 
school  roorr? 

The  3rook:-     Study  of   a  smrill  stream  and   its  v;ork.     Beginning   ^nd 
end  of  ■  lis   particular  brook?     Character  of  course  and  why?       Character   of   its 
banks  at   various   places.      Difference  in  open  country  from  vooded  region. 
Meaning  of   the  "'■•ork"   of  a  brook?       V/ith  -vhat   tools   does   it  work?     \7hcn  does 
a   brcok  "i-lay"?       Causes   of  difference  of   color  of  water  at  various  times? 
Fill   a   fruit   jar  'vith  the  muddy  ivater  of  a  brook  and  allov/  to  settle,     T.'hat 
is  the   result?     Look  at  the  pebbles    in  a  brcok  and  .along  its  banks.     Y/hat 
do  you  find?     Why  are  sorre  very  smooth?     Explain  sedimentation  and  erosion 
from  study  of  the  v/ork  of   a  brook.      Find  a  delta.      See  I'dller 's  ,The  Brcok 
Boole  and   Frye's,  Brooks    and  3rook  Basins. 

Soil:-     Surface   of   earth  covered  with  rock.     Agents  that   helped 
to  break  up  the  rock  crust.     '."Jork  of  glaciers,  water,  wind:;,   air,   etc. 
Expansion  and  contraction  through  heat   and   cold.      Samples   of   sand,  gravel, 
small  pebbles,  clay  and  garden  soil  in  the  school  room.     Explanation  of  hurus . 
Action  of  bacteria.     See  Fletcher's     'Boils"  for  the  story   of  the  formation 
of  the  soil. 

VII.      Outlines   for  the  Seventh  Grade. 

"In  the  seventh   and  eighth  grades   the  work  rr^ay  well  take   on  a  mor>; 
decided   agricultural  trend.     At  the  same  time   it  should  be  based  upon  the 
underlying  principles    of  science.    Hence  the  methods   employed   should  be   simil-'r 


« 


Nature  Stuay.  Page  154. 

to  those  used  in  the  lov/er  grales;  th?t   is,  the  work  of   observation  ind 
handling  of   objects  must  be  continuerl.     In  no  other  v/ay  can  the  v;ork  do  for 
•the  pupils   all  th^t  it  is   capable  of  doing." 

"It  is  mofi  sincerely  hoped  that  the  observation  work  v/ill  be 
crried   on  in  these  gmdes    oven  if  a  text  book  in  ^agriculture  is   used,     A 
book  CTYi  never  take  the  place  of  actunl  hand  to  h-5nd  contact  'vith  real 
objects.     It  my  be  profitably  used     to  supplement  the  -/ork  of  observation," 
PYon  Lesson  Plans   for  Teachers   in  Nature-Study  Agriculture  by  Patterson  and 
Dexheimer. 

1.   Human  liceds  ,  Interests  and  Activities, 

Vacat ion  Act i vi"^  i es  : -       Reports   from  pupils  as  to  the  home  garden 
projects. 

Calendar  of   Firm  Operations :-     Discuss  methods    of  keeping  an  account 
of  the  firm  operations   by  months  during  the  coming  school  year.     Enumerate 
the  principal  agricultural  activities    of  the  community. 

Crop   Survey :-     Reports   on  present  Conditions    of  the  various    crops  , 
yields   if  harvested,   climatic,  moisture  and  soil  conditions.     Each  child 
bring  a  list   of   estimated  yields,  of  various   crops   on  his   father's   ranch. 
Ho"i  much  sold?     Amount   consumed  at  home?     This  to  include  garden,  field, 
orchard,  and  livestock.     Problems    of   marketing. 

Needs  .--     Special  irrigation  or  drainage  needs.      Soil  needs,  Llarket 
needs,  transportation  needs,  educational  needs,   etc. 

processes  :-     Pupils  v/rite  out  in  detail  the  successive  steps   in 
the  production  of   one  crop   from  the  preparation  of  the  seed  bed  to  the   final 
disposition  of  the  product.     State  importance  of  each  step.     Describe  all  too!*. 


Mature  Study.  Page  155. 

use-:!.     Estimated   cost   of  production,     r^et  revenue  for  the   farmer.     Is 
farming  i  pnying  business?     'Tiy?     For  vnlu^ble  mitcriTl  s^e   circular  No.   li>^ 
Some  Things  The  Prospective  Settler   Should  Kftow     issued  by  College  of  Agricui 
University  of   C-ilifornin, 

Social  Interests.--     plins    for  comnunity  betternnent,     V/ork  of  the 
fTP  buren.us   in  n.  social  r;n.y,     liVhit   is  the  Gnnge  doing  for  the   Social  life 
of  the   fi.ra?     The  Improvement   Club  or  a  V/oann's  Club?     plins   of  the  Parent- 
Teachers'  Associ-'tion.     The  school  in  pl-'y  ''nd  recreation.     The  play  festivl 
in  the  coDciunity.     Hot;  organize  one?     Program  of  play.     See  Curtis 's  Play 
nnd  ilecre'ition  in  the  Open   Country. 

2,  Plant  Life  Throughout  The  Year. 

Corn:-       See  list    of  varieties   on  page  51.      See     Correspondence 
Course  on  Corn  Cul-ure ,     College   of  Agriculture,  University  cf  California 
Tor  materiil  suited  to  California  conditions.     V/hat  vjrieties    cf  corn  are 
grov;n  in  the  district?     How  nnny  acres   grovm?     Its   use.     Study  of   a  plin  in 
detail.     Get  a  green  plant.      Characteristics    of  the  root   system.     Kinds    of 
roots.     Depth  Tnd  direction  of  grov;th  of   roots,     Nair>e  all  important  details, 
cf  the  stein.     IJodes   and  intcrnodos.      Study  a  cross   section  of  the  stern. 
Arrangement    cf   fibers.   V/ork   of   fibers.      Leaves,   number  and  arrangtuent  ,  Lo'..- 
fastened  to  the  stem,   etc.     '■ork  of  the  leaves.     The  two  flowers   on  the   corn 
stalk.      Hov;  placed   on  sv/eet   corn?     On  r^ilo  maize?     Reviev;  pirts    of    flo^ver 
in  nasturtium,   pollination,   etc.      tic-/  do  these   Tpply  to  the  corn  plant? 
Office   of  the  tassel?      Of   the   silK?        Hov;  m-^ny  silks    on  an  ear   of   corn?     '/ha'- 
must   h-^ppcn  before  a  grain   of   corn  is    formed?     Explain  cross-pcllinstion  ard 
Gelf-pollin-)tion,      Explain  fertilization  method   in  the   corn  plant.    Lmprovc.  .•■ 


Nature   Study,  Page  156. 

of  the  ccrn  plr.nt  by  selection  and  breeding.      Uses  and  history  of  corn. 
V'iluible  imterial  on  the   origin  and  improvement    of  plants  and  animals  may 
be   found  in  Davenport's   Domesticated  Animals   and   Plants.      See  also  Bulletins 
from  the  U.   S.   Department   of   Agriculture  and   a  good  text  in  elementary 
agriculture. 

l!7heat  :-  Extent    of  wheat   raising  in  the  district?     In  the  state? 
Past  importance   of  the  wheat   crop  in  California.     Do  v;e  now  raise  enough 
in  the  state  to  supply  state  needs?     VJhy?  What   h^s   caused  the  decline  of 
the  wheat   industry?     What  kinds   of  "/heat  raised  in  the  district?     What   other 
varieties  besides  those  listed  on  page  51?     Samples   of  different   kinds  in 
the  school  room.     Look  for  v/eed  seed.     ^/Jhat   constitutes     a  v/e  11 -prepared 
seed  bed?     Vlhen  is  wheat   sown?     Ways   of  sowing   it.      Study  of  wheat  plant. 
Characteristics   of  stem  as  contrasted  with  stem  of  corn  plant.     Identify 
petiole  and  blade  of  the  wheat   leaf.  .How  joined  to  the  stem?     Note  position 
of    leaves  along  the  stem.     Are  leaves  parallel  veined  or  netted  veined? 
Study  root  system.     T/Vhat   is   meant   by  a  "fibrous"  root  system?     \fha.-t   other 
kind?     yh-?t    other   common  plants  have  characteristics   common  to  wheat  so   far 
as   stem,  leaves   and  root  are  concerned?     Study   of  the  head.     V/hy  called  a 
spike?     Note  and   describe  rachis,  spikelet ,  glume.     If  wheat   is   bearded 
which  glume  bears  the  be^rd?         Number  of  grains  in  a  spikelet.      Study  of 
the  fl-ower  of  the  i?heat  plant.   Compare  with  flower  of  the  corn  plant.     V/ays 
of   improving  the  wheat  plant.      History  and  uses    of  wheat.      See  Davenport's 
Domesticated  Animals   and   Plants   and  Patterson  and   Dexheimer's    Lesson  i'lrsns 
for  Teac'hers   in  Nature-Study  Agriculture. 

Weeds:-     See   list   on  pages   59-93  which  of  these  are  specially 


NTv-ure   Study.  Page  157. 

trruolescnie  in  the   corn  lisld?      ~.n  the  wheat   field?     V/nich  are  innunls? 
Fiernials?     Perennials T     Which  are  most  successful?     Best  t..ethod  of 
combating  each?     Study  these  weeds   in  the  fall  "/hen  flower  and  3eed  are 
available.      Study  one  weed  in  detail  as  to  height,   color  and  character  of 
stem;   method   of  branching;     kind  and  manner  of   leaves;     appearance  cf 
leaves   on  different  parts   of   plant.     Describe  the  flower.     Where  are  the 
seeds?     Appearance?     Estimate  number  of  seeds    on  a  single  weed,      ilame 
several  things  that  make  vveeds   successful  plants.     Study  other  weeds   noting 
like  and  unlike  features,  to   one  already  studied.      In  v/hgt  v/^ys   are  "/eeds 
injurious  to  growing  crops?     How  are  weeds   injurious  to  animal  life?     V'ays 
of   scattering  weeds?     Collections    of  weed  seeds   in  small  vials  -vith  proper 
labels.     See  references    at  close   of   outlines    on  V/eeds   in  the  Sixth  Grade. 

Alfalfa :-  Discussion  of  legumes   in  general.     Uame  other  legunec 
besides   Alfalfa.     IJote  habit    of  grov/th  of  alfalfi.   Characteristics   of   stem 
leaf   and  flower.      Study  of  the  root  system.      Kind  of  root   and  its 
advai.tages.      Locate  tubercles    or  nodules.     V/hat   are  they?     'vVhat   are  the 
bacteria  .'and  what  dO/they  do?     Where  do  the  bacteria  get  the  nitrogen? 
How  many  pounds   of   nitrogen  in  the  atmosphere   over  every  acre    of  ground? 
Value   of  alfalfa   as  a   feed.      Its   value  in  a  rotation  system  of   cropping? 
■"hy?      See   "Alfalfa   Culture"    in  Circular  Ho.    121,   Some  Thin.i^s   the  Prospective 
Settler   Should   Knov/   and   Correspondence   course   in  Alfalfa    Culture,  both 
from  College   of   Agriculture,   Univers.-.ty  of   California. 

Garden  Cropa:-       On  pages    58  and   59   Study  Carrot,  p-^rsnip,  Be'ns 
^nd  Beets   according  to  following  general   outline,    (a)    Brief   History,    (b) 
Cultivation  as  to   coil   ;.)reparation ,   seeding   and  harvesting,    (c)    Improveneiit  . 


tia-^,ur3  Study.  Page  158, 

('i)   U'"^   s.    (c)   Enemies,    (f)   Home  projects   for  pupils.     See  IVickson's  Califorai-) 
Ve-^tiiLl^E  ,  Circular  121  mentioned  ibove   (for  bean  culture);   Consult 
Seodmen'o   Cit-iilogue  for  culture  hints  and  variety  descriptions.     Last  but 
r.oc   le^sc  consult  successful  grower  in  the  community,  one  v/ho  has   experience 
in  IoctI  climatic  and  soil    conditions.      Commercial  value  of  vegetable 
grov/i:Tg,      Economic  importance  of   fresh  vegetables    in  the  home.      Food  values 
cf  vegetables  studied. 

Ornamental  Shrubs :-     From  lists    on  pages   66  and  67  study  five 
native   ornaniental  shrubs    p,nd  a  like  number  cf   exotic   ornamental  shrubs. 
How  do  shrubs   differ  from  trees  in  the  habits    of  grov/th?     Emphasize  the  use 
of  shrubs   in  masses   on  school  and  home  grounds.     The  ABC's   of  landscape 
arrangement.      Draw  designs    on  the  blackboard  and  study  arrangement    of   shrubs. 
Consult   I'^ndscape  division,   College   of   Agriculture,  University  of   California 
for  planting  plans   for  school  grounds    employing  trees   and  flov/ers   as  well 
as   shrubs.      See  Hall's   Studies  in  Ornamental  Trees   and   Shrubs, 

Ornamental   Flov/ers  :-  From  list   given  on  page   66  stiidy  five  annu-^ls 
and   a  like  number  of  perennials  according  to  suggestions  given  in  outlines 
in  previous  grades.     Emphasize  landscape  effects   in  plantings.     Build  up  in 
children  an  appreciation  of  the  more  attractive  environment  of  school  and 
home.      Te^ch  correct  principles   of   arrangement.     See  McLaren's   Gardening  in 
California.    Landscape   and    Flover;      Braunton's   The  Garden  Beautiful;      and 
Wicks  on 's   California  Garden  Flcvers,   Shrubs,  Trees    arid  Vines. 

Wild   Flo'vers  :-      From  lists   given  on  pages    65   and  63  study  five 
rsnnuals   -nd   five  perennials.      See  Payne's    G-lifornia  V/ild  Flowers    and  .-lative 
Shrubs   and  Trees;   and   Parson's  V/ild   Flowers   of    California. 


Keture  Gtudy.  Pr'ge  139, 

Vinos  :-     Fim    rat  i-rhi.t  tap  pupils  alreTiy  know  ^bout  vines  in  th", 
conimunity.     Put   list   on  the  v>o?r'i.     Kov/  mny  recognized   of    lists   on  pages 
67   ind  68.      Study  in  detail  three  deciduous   3nd  threo  evergreen  vi.'es 
fro-^  that   list.      Classify  as  to  annual  or  perennial,     './here  plant  vires? 
Of  'vh-^t   v?lue  in  an  ornaitiertal  v/ay?     See  references  given  under  ornar.iental 
ard  r;ild  f loners   above. 

Ornamental  Trees :-     Discussion  on  ornaraental  trees    of  the  distric 
How  clTSSify  them?     Make  list   on  bl-ckboard.     Which  are  native?     ".Thich  are 
brought  in  from  other  s^-^tes   or  countries?     Hov/  to  become  acquainted  v/ith 
a  tree?     '';liat  special  thinfs  to  be  noticed?     Kovi  distinguish  one     trecw 
from  another?     Gonpariscn  in  trees    of  general  outline,  method  of  branching, 
color   of  bark,   outline  of   leaf,   arrangement    of   leaves   and  t\7igs  ,  value   of 
tree  for  shade,   etc.      See  Jepson's   California  Trees   and  Roger's   Getting 
Acquainted  v;ith  Trees. 

Fruit  Trees ;-     General  survey  of  the  fruit  trees   of  district. 
Number  and   kind   of   each.      Study  one  each  of  the  list    of   fruit  trees   given 
on  page  75.     ?!ake  a  special  study  of  the  apple  tree   if  tl-.at  is  the  most 
important   fruit  tree  in  the  district.     Take  the  pear  if  that   is   more  im- 
portant.    Have  a  successful  grower  give  a  short  talk  to  the  school   on  some 
Friday  afternoon  on  nevv  problems   in  grov/ing  a  particular  fruit.     Get 
assistance  of  the  county  horticulturist  or  the   farm  adviser.      See  bulletr-.'S 
from  th-j  State  Horticultural  Commission;    Circular   121,   Some  Thi.^gs  the 
Prospective  Settler  Should  Knov;   (pages  40-63);   and  V/iokson's   California 
Fruit c   and  Ho':;  to  Grow  Then. 

Arbor  Day:-     Hhen?     V/hat  the  day  means?     Spirit    of  Arbor  Day. 


Nature  Study.  Page  160. 

How  to  plf.nt  a  tree  that  v/ill  live?     The  best  arbor  day  program  for  a  sr.'io;  ' 
which  h.'^s  no  trees  ,  shrubs  ,  vines   or  f  levers   on  its  grounds .     Character  of 
the  program  usually  given  at  such  aachool. 

Harvest  !Iome  festival :-     Best  of  the  garden,  orchard  and  farm 
vith  reference  to  veget-^bles,  seeds,  grains,  fruits,  grasses,  flowers,  etc, 
on  exhibition  in  the  school  room.      Study  artistic  arrangement.      Cultivate 
the  appreciation  of  good  materials  mentioned  in  previous  grades, 

3.   Anir^al  Life  Throughout  xhe  Year. 

Insects  :-     Study  cf  insects   in  the  seventh  and  eighth  grades  to 

be  m^.de  in  ccnnoction  v;ith  pl^at  study  as   far  as  possible.     The  success   of 

a  particul'^r  crop,  may,  to  a  great  degree,  depend  upon  a  single  insect  in 

its    environment.     The  plr?nt   life  in  any  locality  must  guide  in  the  selection 

cf   insects   fcr  stu'i'.y. 

V 
C-r-^ssho')per :-     Review  outlines  given  in  the  fifth  grade.     Make 

a  nore  detailed  study   of  the  grasshopper  as  a  type  of  the  biting  insect. 

See  Comstcck's   Handbook  of  llature  Study  for  Teachers,   for  v-iluable  material 

on  the  dst-^iied  study  of  the  grasshopper  -^nd  insects   in  general.     See  alv;ays 

Essig's   Injurious  .?nd  Beneficial  Insects    cf   California. 

Cottony  Cushion  Scale:-     Description,   life  history,  v/ork ,   control, 
etc.      See  Essig  pp.   103-110. 

Black  Scale:-     Essig  p.   153,   154. 

drape   Le'-if  Iloo-er:-     Esoig  p.  432. 

Squ3Sh  Bug:-     PJssig  pp. 202,   203. 

H--)rl3quin  Cabb3)?3   Sur:-  Essig   pp.   20C  ,   201. 

Alfalfa  Cateroillp.r:-  Essig.  pp.  453-460. 


listure  Stuc^.y,  Page  ]61, 

Beneficial  Ihg^cts ;-     Not   t11  irsects   ire  injurious.     On  pige  55 
seleci   two  for  study  as  the  Ir^idy-bird  beetle  nnd  the  honey.     Consult  Rsoigs 
Injurious   3ni  Beneficial  Insects  nnd  Comstock's   Handbook  of  Nature   Study  for 
Teachers . 

Birds ;~     General  discussion  of  birds.     See  Outlines   of  previous 
grades,     Revie^'/  of  aain  characteristics   of  birds  already  studied.     See  lists 
pp.  73-C7. 

V-illev  Quail:-     Description,  habits,   food,  protection. 

Killdoer;-     Characteristics   and  how  beneficial  to  agriculture? 

Western  Mourning   Dove:-  Habits,   food,   etc.     \/hy  beneficial  to 
agriculture; 

Western  Re  d  -Ta  i  1  ed  Havrk  :  -  Description,  habits,   food,  etc. 

Sparr ov;-Ha-:rk : -     Study  of   characteristics   ind  ho^v  beneficial  to 
agriculture. 

Chickens :-     General  discussion  of  the  poultry  interest  in  the 
district.     Value   of   chickens    on  the  farm.     Different   kinds   of  poultry  in 
the  district.     Characteristics   of   each  breed.     Food  of   chickens,  housing, 
incubators,     brooders,  etc.     Diseases   of  chickens.     Marketing   of  poultry 
products.     Detailed  study   of  the  hen;  the   leg  and  toes;     T/ings  ,   feathers 
and  arrangement;      parts   of  a  feather;     manner  of  eating   and  drinking;     aense 
organs,   etc.     For  detailed   inf orm-^tion  about  the  hen  and  bird  life  in  generr,., 
sea  Copstock's   Handbook  of  l-l-itvire  Study  for  Teachers.     For  help   on  care  of 
poultry  see   correspondence   course  in  Poultry  Husbandry,  College  of  jigricultur 
University  of    California.      See  also  bulletins  U.   S.    Department    of  Ajricultur 
Pa3hiugton,  D.    C.  No.  237   Poultry  l.-:anagerent ;     No.   54  Goess  «nd  Ducks;  lie.    51 


Nature   Study.  Page  IC-i^-. 

Standard  Varieties   of  Chickens;     Ho.   236  Incubators;     No,   200  Turkeys;     No. 
225  Poultry  House   Construction. 

Wild  Maronials :  -     Study  California  Ground  Squirrel;   Chipmunk;   Gray 
Squirrel.     See  descriptive  matter  on  page  93.        See  also  suggestions  in 
outlines   on  roainmals  in  the  sixth  grade. 

Hogs :-     General  discussion  of  the  swine  interest  of  the  community. 
Hov/  many  ranchers   keep  hogs?     Description  of  the  different  breeds  J     How 
many  breeds  are   found   in  the  community?     Care  of  sv/ine.     Food.   Diseases. 
V^lue   for   food.      Importance  as   a  farm  animal.      See   circular  No.    151,  Feodinf 
and  Management   of   Hogs,  College  of  Agriculture,   University  of   California. 

4  Physical  Phenoraeaa  and  the  Inorganic  World. 
Heat : -  Importance  in  agriculture.     Reviev;  thermometer.      Sources 
of  heat.     Methods    of  heating  houses.     Effects    of  heat  upon  solids  ,   liquids 
and  gases.     V/ork  and  heat.     Principles   of  expansion  and  contraction.      See 
Rov/ell's  Elementary  General  Science  Book  I.     Also  Hclden's  Real  Things   in 
Nature. 

Sound :-  HoW  caused?  Sound  waves.  Difference  betv/een  sound  and 
music.  The  voice.  How  is  sound  carried?  Velocity  of  sound.  Compare  v/ith 
light.      If  there  v;ere  no  ear  to  hear  v/ould  there  be  any  sound? 

Electricity ;-     Elementr^ry  discussion  of  ho%7  generated,   use  of 
batteries,   etc.     Relation  to  telegraph,  telephone,  railv/ay,  etc.   Possibilitie 
of  electricity  on  the  farm,   lighting,   cooking,   etc.     The  dynamo  and  the 
gasoline   engine. 

Sky  Studies :-     Recognition  of  a  few  of  the  most  important   and 
conHnon  constellations    of   st^rs .Movementa  and  phases    of  the  moon.     Record  of 


l^ature   Study.  Page  163. 

time  of  sun  rise  ani  sun  set.     See  Ball's  Stirland  -ind  Pratt's   Storyl^nd  of 
Stars . 

Weather:-     Coniitions  ,   ch-jnges,  etc.     Revie'7  all  previous  v;ork  on 
this   subject.     Especially  emphasize  the  ivork  of  the  Weather  Bureau  of  the 
U.   S.   Department    of  Agriculture. 

Atmosphere :-       Roviev/  all  previous  work.     Especially  emphasize 
composition,  'veight  and  pressure.     Review  barometer.   Storrrs  ,  v/inds  ,  etc. 
Applications   of  pressure  of  air  in  practical  affairs   of  life  as  the  pump, 
vacuum  cleaner,  air  brakes,   etc, 

VIII-  Outlines    for  the  Eighth  Grade. 

1.  Human  Needs,   Interests   and  Activities. 

Roads  :  -     Study  of  the  public  highway  ps  a  need  of  the  community 
life.      Condition  cf  the  ro^ds   in  the  district.      Hov/  many  roads  ^  How  did 
the  roads  happen  to  be  '.'/here  thoy  are?     Relation  of   old  trails  to  present 
system  of  roads.      The  United  States   land  survey  and  roads.     Methods   of 
securing  new  roads  today.     Principal  features   of  State  Highv/ay  law.   Material 
of  "'hich  better  roads   are  made.     Methods   of  raakiiqg   better  roads.      Grading 
and  drainage.     '7idth  of  roads.     Bridges,     Use  of   concrete,  road  tools   and 
implements.     The  maintenance  cf  good  roads.     Taxation  and  bond   issues.   Trace 
California  higbvay  system  on  road  map  of  the  State.      Social,   educaticnal 
and  econoinic   value  of  good   roads. 

Crop  Survey :-     V/hat   are  harvested  during  the  year?     Hake  a  list 
of   crops  gror/n  in  the  community.     Yields   on  various   f  arn-s .     Highest   3nd 
lov/est   acre  yield    cf  the  same  crop.     Average  yield  throughout  the  district. 
How  many  fields  grow  i,icre  th^n  one  crop  in  a  single  year?     Pupils  -vork  out 


Nature   3tu4y.  Page  lei-. 

an  ngricultur.Tfi.  rnnp  of  district  shaving  different   farm  crops,  location 
of  pure  bred  .herds   of  crittle,   etc;   silos;      c^nning  fictoriea;     kinds    cf 
orchards;     fruit   <?xchr3ngc3  ,  etc. 

Sanitary  Conditions :-       General  study  of  health  conditions    of 
comnunity  as  to  water  supply  and  drainage.     Itelation  of  certain  insects  to 
health.     Means   cf  protection.     Local  health  board  and  its  duties,   Contagicu". 
di^eaoes  and  regulations.  Relation  of  bacteria  to  tuberculosis,  diptheria, 
scarlet   fever,  etc.     Discussion  of  simple  but  effectual  disinfectants. 
Sunshine  and  hot  water  in  the  school  and  at  home.     Relation  of  school  to 
community  and  personal  hygiene.     Principal  state  regulatior-s  with  reference 
to  pure  food,  pure  milk,  etc. 

Farm  Machinery:-     General  discussion  of  value  of  machinery  in 
general.     Kinds    o:    pover  used  in  operating  farm  machinery;     the  gasoline 
engine  and  its   uses.     Reasons    for  the  use  of   improved  machinery  on  the 
farm.     List   of  different  tools   used  on  the  farm  in  the  preparation  of  the 
soil  for  the  crop.     Hake  a  special  study  of  the  development   of  the  plow 
and  its  place  in  the  progress   of  the  human  race.     Hov;  does  the  plow  compare 
in  importance  'vith  the  svord?     List    of  tools   used  in  the  seeding  of   crops; 
tools  used  in  cultivation.     Discuss   in  detail  the  evolution  of  harvesting 
machines   from  the  reap  hook  to  the   combined  harvester.     Also  the  machines 
used  in  haying  of  v/hatever  kind.   Describe  special  machinery  for  special 
crops   as   ric?,  beans,   etc.      Send  to   large  implement  houses   for  catalogues 
cf  farm  machinery.      Study  these   catalogues,     Econoric  importance  of  proper 
care   of  farm  m.achinery.     Average  length  of   life  of  a  pier/,  a  mowor,  a 
reaper,     l.'oney  invested  in  farm  implements   on  each  farm.     The  total  for 


N.-jture  Study.  Page  165. 

the  district.     Estiimted  loss   eich     year  because  of  poor  c-^re  of  imchinery. 
IThat  is  proper  care   of  n  farm  tool?     Tools  used  in  narketing  products  of 
farm  ns  \7agon,  :5utomobile,  etc.     Care   of  fruit  boxes   ind  milk  cans.   The 
repair  shop  on  the  farm  Tnd  list    of  repair  tools.     Brief  discussion  by 
teacher   of  machines  in  accordance  v/ith  the  six  fundamental  simple  machines, 
viz:  the  lever,  the  pulley,  the  ^-/heel  and  axle,  the  inclined  plane,  the 
•'/edge,  the  screvj.     Pupils   encour-5ged  to  find  illustrTtions   of  uses    of 
these  simple  machines  in  the  economy  of  the  home  and  the  farm. 

Seasonal  Activities  :-     Summsry  of   st'eps   in  various  processes   in 
farm  operations    ,  best  methods   as   accepted  by  majority.     Disputed  points   in 
various  processes  as  pruning  fruit  trees;      cultivation   of   orchards; 
irrigation;      care   of  sv/ine   and  poultry;      filling  the  silo;     use  of   cover 
crops;     returning  organic   matter  to  soil  as  dispos3l   of  str-iv;  after  v/hcat 
and  be^ns   have  been  threshed;   conserving  soil  moisture,   etc. 

Home  ^nd  Vacation  Projects :-       Discussion  ^nd  planning  of  the  homo 
project  .Ts   potato   contest;      bean  growing  contest;  tomato   contest;   poultry 
contest,  etc.    etc.  Results  to  be  shown  in  connection  v/ith  the  community 
fair  at  the  school  house. 

Social   Interests  :-     Activities    of  the  various    f  orrrs    of  the 
institutional  life  oz  the   community,   as   the  grange,  farm  bureau,   farmers' 
club,  women's   club,   church,  home  and  school.      Value   of   lectures,  concerts 
picnics,  play  festivals   and   various    other  healthful   forms    of  recreation, 
The  school  house  as  the  center   of  social  and  recreational  interests. 
i/ork  of  a  Home  and  School  Association.      Cooperation  of   extension  activities 
of   the   State   College   of   Agriculture, 


Nature   Gtu'ly.  Pago  160. 

2. Plant   Life  Throughout  the  Year* 

Forage   Crops ;-     Heaning  of  the  word   "forage".      Classes  ,  as  the 
sroBll  grasses,  the  large  grasses,  the  legucies  ,  root   crops,  etc.     Study  in 
detail  as  rmny  as  possible  of  the  forage  crops   listed  on  page  52.     Review 
blue  grass.     The  larger  grasses   include  corn,  K-^fir  corn,  sorghwra.   Review 
study  of   coiDi?on  or  Indian  corn  and  then  compare  with  Kafir  corn.     Note  v/ell 
the  difference  in  the  flowers   of  the  two  kinds.     Value  of  Kafir  and  sorghum. 
See  good  elementary  text  in  agriculture.     Review  v/hat  was   outlined  on 
alfalfa  or  legumes.     Make  a  study  of  two  other  legumes  as   co\7peas   and  soy 
beans.     Under  miscellaneous   forage  plants  are  root  crops   for  feeding  to 
live  stock  as  turnips  ,  rutabaga  and  beets.     Study  of  such  as   are  grovjn  in 
the  district.     Discuss   feeding  value.     Why  increased  attention  is   being  given 
to  the  raising  Tnd   feeding   of  root  crops ,   especially  in  a  dairy  region. 
Bailey's  Cyclopedia  of  Agriculture  is  a  valuable  reference  v;ork  for  the 
seventh  and  eighth  grades.     Also  Davenport's   Domesticated  Animals   and  Plants, 

plant   Cominunities  :~     Character   of  a  plant.     How  it  grcT;s.     Parts 
of  the  plant.     Work  performed  by  each  part.     Factors   necessary  for  plant 
grovrth.     The  environment    of   a  plant.     Tendency  of  plants  to   form  communities. 
What  is  a  plant   society?     V/hat  determines  a  plant  society?       Children 
investigate  and   report   on  plant   communities   in  the  garden;     the  orchard; 
the   lawn;  the  barn  yard;     the  public  road;     the  woods;  the  various    crop 
fields,  To  wheat   barley,  alfalfa,  corn,   etc.     pi^nt   communities  may  include 
weeds,  ^rii^j  flowers,  useful  plants,  etc..   Reports   on  all  plants   found 
growing  together   as   if  to  make  a  community.* Notice  insect   life  found   in 
connection  with  the  plants.     To  what   extent   can  man  control  a  plant 


Nature  Study.  Page  167. 

comirranityT     In  this   connection  review  ^11  thit  h^s  been  studied  ribout  weeds  , 
the  characterigtics   ts  to  successful  plants.     Give  as  much  time  o.s   possible 
in  this   connection  to  reviev;  the  important  things  ibout  the  various  garden, 
field,   orchard,  orn^mentnl  and  v;ild  plants  studied  the  previous  years. 

Additional  Plant  Study-  Cats:-  Characteristics   of  stem,  leaves 
and  roots.     Meaning  of  the  "oat  prinicle".     Review  outlined   on  v/he.-^t  plant. 
Compare  various  uoints   ir.  the  nheat  plant  'vith  the  o^t  plant.     V?lue   of   oats 
for  foo'd,     VJhy  is   oats   considered  a  balanced  r-'.tion  for  'voi'k  horses?     Uses 
of  o3t  straw  ind  wheat  straw?     ^JPiiy  is  it  regarded  bad  husb-indry  to  burn 
straw  after  grain  is  threshed  out?     V/hat  is  a  better  v;ay?     Diser^ses   of 
the   oat   plant.   Smut   ^nd  the  treatment.     V/h^t  is   smut?     Its  danr^ge  to  the 
oat  crop. 

Barley : -     In  like  manner  m^ke  a  study  of  the  barley  plant. 

Seeds  :-     Study  of  chancteristics   -ind   identification  of  grass   seeds 
as  timothy;   Kentucky  blue  grass;    orchard  gr??i8S  ;   Austrslir^n  Rye  grass. 
The  legume  grasses   as   alfalfa,  clovers    (red,  alsike,  sweet,  Burr.)      Gtu^ly 
samples    of  the  v.^rious  grass  seeds  sold  to  find   peroentnge  of  adulteration 
with  weed  seeds.      Get  d^ta  from  farmers,  the  farm  adviser  or  the  county 
horticulturist.     Any  lav;  against  selling  adulterated  grass   seeds?     \7hat 
kinds    of  weed  seeds    usually  found   in  grass  seeds?     Study  of  grain  seeds   as 
wheat,   oats,  barley,   etc.      Selection  of  seeds   for  planting-  what  determining 
factors?     Improvement   of  crops  through -seed  selection.     Importance   of  the 
germination  test  before  putting  in  the   crop.     Parts    cf  a  seed.      See  Farmers'   ■ 
Bulletins,  U.   3.   Department   of  Agriculture. 

Moulds,   Ye-^c;t3   3nd   Bacteria:-     '".Tiy  important?     Help  to  destroy. 


i 


Nature  Study.  Page  168. 

Help  to  prepare  some  foods.     Help  to  spread  disease  in  plants  and  animals. 
Help  in  keeping  up  the  fertility  of  the  soil.   See  Corm's  Moulds,  Yeasts   and 
Bacteria  and  Cowstock's  Handbook  of  Nature  Study  for  Teachers. 

Plants  and  Seeds   -;s   Sources   of   Foods  :-       Food  in  the  apple  ,  the 
bean,  the  potato,  wheat,  etc.      Various   food  materials   found  as  starch,    oil, 
sugar,  proteids  ,  etc.     Rcfw  naterials   used  by  the  plant  to  make  foods.   Sources 
of?     Meaning  of   ;^n  element?    Cf  a  chemical  compound?     Illustrations,     The  ten 
elements  that  are  absolutely  necessary  to  grov/  a  plant.     See  Patterson  and 
De^theimer's  Lesson  Plans   for  Teachers   in  Nature-Study  Agriculture  pp.   152-156. 

Orchard  Problems ;-     Study  of  special  problems   of  the  orchard 
whether  pruning,  spraying,   cultivation,  harvesting,  fruit,   etc.     Keep  in 
touch  'vith  discussions  in  current   farm  Tnd  horticultural  papers  and  bulletins 
issued  by  the  State  Horticultural  society  and  the  State  College  of  Agricultur. 

Human  and  Social  Importance   of  Plant  Life:-     Development   of  an 
appreciation  of  a  more  attractive  environment.      Materials    for  bs3utifying 
school  and  home  grounds.     The  simple   elements   of  a  good  landscape  design. 
Actual  participation  by  children  in  planting  and  caring  for  things   planted. 

The  School  and  Cornmunity  Fair:-     Always  an  annual  event.     The 
oppoi'tunity  to  shov;  achievement  in  the  -3rt  of  agriculture.     The  educational 
and  economic  values   of  developing -an  admiration  for  the  best  products   of 
the  soil. 

3.  Animal  Life  Throxighout  the  Year. 

General  Revie'.7  of  Animal  Life   on  the   Farro^ : -     Eevier/  outlines 
given  in  previous  grades.     Teach  additional  facts   using  the  folio-wing  outline 
^5  a  guide. 


Nature  Study,  Page  169. 

I.  A  Cornmunity  Live  Stock  Survey. 

1.  Pupils  gather  d-^ta  ao  to 

a.  General  live  stock  interest. 

b.  Special  breeds. 

2.  Value  of  live  stock  on  the  farm.  ' 

3.  Relation  to  various  kinds  of  f-^rning. 

II. General  Brief  Study  of  the  Farm  Animal  as  to  History,  Breeds,  etc. 
Identification  by  pictures  or  otherwise, 
A.  Horses. 

1.  Draft. 

2.  Coach. 

3.  Speed. 
3,  Cattle. 

1.  Beof. 

2.  Dairy. 

C.  Sheep. 

1.  Fine  \7ool  Breeds. 

« 

2.  Iledixim  v;ool  breeds. 

3.  Long  wool  breeds. 

4.  './hich  of  above  are  mutton  breeds? 

5.  Characteristics    of  a  good  shepherd. 

D.  Swine. 

"  1 .   Lard   hogs . 

2.  Bacon  hogs, 

3.  What   is  the  biggest  problem  in  connection  v;ith  hog 

raising. 


IBS(, 


Hature  S-budy.  j^gg   ^q^ 

E.   Poultry. 

1.  Chickenp  ,   -  Fowls. 

a.  Egg..  Type. 

b.  Me.^t-type 

c.  General  purpose. 

d.  Ormwent-al. 

2.  Turkeys. 

3.  Geese. 

4.  Ducks. 

III.  Needs   cf   Farm  Aninals . 

1.  Proper  food    , 

2,  Proper  caro  and  rnanagement . 

IV.  Feeds  and  Feeding. 

1.  Food  required  to 

a.  enable  the  animal  to  grow. 

b.  eaable  the  animal  to  do  its   proper  'vork. 

c.  cre-?te  a  reserve  supply  of   energy  or  life. 

2.  Elements    of  food  for   -animal  life, 

a.  \7ater. 

b.  Mineral  matter, 

c.  Nitrogenous  matter  or  protein  -  muscle  making 

d.  Fat-  Carbohydrates   -  heat  giving. 
3  Factors   in  feeding, 

a.  Character  of  the  feed. 

b.  Need   of  the   -animal. 


Nature  Study.  P^ige  171. 

c.  Qualifications   of  the  person  ■'vhc  'ioea  the  feeding. 

4.  Kinds   of   feediiig -stuffs. 

a.  Coarse  fodders   ^3   -^IfnlfT,   corn  stover,  etc. 

b.  Succulent  foods  3S   roots,  etc, 

c.  Concentrates. 

(1)  Grain  ts   corn,  barley,   oats,   etc. 

(2)  By-products    of  nnnuf  Tcturing   rjs  br?n„middlings  , 
gluten,  oil-roeal ,  beet  pulp,  etc, 

5.  The  balanced  ration. 

6.  The  nutritive  ration. 
V.   Care  and  Management 

1.  Shelter. 

2.  Cleanliness. 

3.  Ventilation. 

4.  Exercise. 

5.  Rest. 

6 .  Training . 
VI.Diser?ses   of  farm  animals, 

1.  Prevention, 

2.  Restorativo, 

VII. The  Inprovement  of  animals. 

1.  Selection  of  ideal  tjqje. 

2.  Choice  of  parents. 

3.  Gbiects  of  breeding, 

4.  The  pedigree. 

5.  "Pure  Bred"  or  "Well  Bred"  versus  the  "Scrub". 


Nature  Study.  Page  172, 

Dairying  as  a  speci'il  study ; -Economic   importance  of  the  d-^iry 
cov;  to  the  farin^  the  farir  home  ancl  the  nation.      The  different  pure  bred 
dairy  herds  in  the  district.     Good  points  about   each.     Three  means   of 
increasing  the  efficiency  cf  the   cov/,  viz:  better  caro ,  better  feeds    ind 
feeding  and  better  breeding.     T-vo  tests   for   efficiency,  viz:   use  of  milk 
scale  for  quantity  of  milk  and  use  of  Babcock  test  for  quality  of  milk. 
Sanitary  production  of  milk.     Study  of  nev;  state  law  in  this   regard.     The 
silo  construction,  value  and  character   of  silage,   etc.     The  cream  separator 
and  the  creamery.     Butter  and  cheese  making.     Various   uses    of  milk.     The 
best  dairy  cov;  in  the  community.     The  best  dairyman.     V/hy?  V^lue  of  dairy 
products  sold  in  the  community. 

Special  Study  of  the  Hen:-     Economic  importance   of  the  hen  to  the 
farm  ^nd  the  nation.     Better  care  of  the  farm  hen. 

The  best   laying  hen  in  the  coromunity.      Care  of  young   chicks.      See   correspor- 
dence  courses   on  Dairy  Husbandry,  Sv/ine  Husbandry,   Sheep  Husbandry,   -iind 
Poultry  Husbarfliry ,  College  of  Agriculture,  University  of  California. 

4.    Physical  Phenomena  and  the   Inorganic  V/orld, 

Soil :-       Review  ivork  of  previous  years   as  to  origin  of   soil, 
different  types,  etc.     The  following  outline  is   suggestive  for  a  more  det-^ii 
study.      See  bulletin  No.   24?     Humus    in  California  Soils,   College  of  Agricult' 
Berkeley.      Also  see  some  good  text  in  Elementary  Agriculture,     See  soil 
data  in  Circular  121,  Some  Things   The  Prospective  Settler  Should  Knew, 
College   of  Agriculture,   Berkeley. 

I.    Character  cf  the  Earth's   Crust. 

II. -Agencies  in  Soil  formation. 


Kature  3-fcudy.  Page  173. 

III.  Physic-?.!  Processes   in  Soil  Fornn-iion. 

IV.  Chenical  Processes   in  Soil  Formation. 

V.  Successive  Steps   in  Evolution  of  Soil. 

VI.  The  !J!aj  or   Soil-Forming  Materials. 

VII.  Rocks   as   Soil   Formers. 
Vlll.C-e^ieral  Claasif ic-^tion  of   Soils, 

IX.  General  Physical  Constituents   of  Soils. 

X.  Leading  Types    of  Farm  Soils, 

XI.  Hunius  in  Soils. 

XII.  Soil  V/ater. 
XIII. Soil  Air. 

XIV.  Soil  Temperature. 

XV.  Cultivation  of   Soil. 

XVI.  Kc?/  Maintain  Soil  Fertility. 
XVI I. Importance  of  Crop  Rotation. 

Physical  Phenomena : -       Revie^v  previous  grades   and  emphasize  any 
new  data  that   has  direct  relation  to  agriculture. 


,r 


■  i 


UNP/ERSITY  OF  CALIFORNIA 
COLLEGE  OF  AGRICULTURE 

DIVISION  OF  /vGRICULTURAL  EDUCATION 

TEACHERS'  COURSE  100  -  Elenonts  of  Agriculture,  Nature  Study  and  School  Gardens, 

0,  J.  Kern,  Asat.  Professor  Agricultural  Education 

Part  II  -  The  Hone  Garden  and  Vegetablo  Grov/ing  Project. 

Outline  Questions  and  References  on:- 


Hono  Vegetable  Garden-  -------- 

Introductory  Discussion  of  Vegetables - 
Beans  --------.--------- 

Beets  (table),-  ------------ 

Beets  (sugar).-  ------------ 

Cabbage  ---------------- 

Cauliflower  -------------- 

Carrot  ---------------- 

Corn  (Sweet)  ------------- 

Lettuce  ---------------- 

t'elons  (and  Cucur.bers)-  -------- 

Onions  ---------------- 

Peas  ----------------- 

Potato3s  --------------- 

Radish  ---------------- 

Spinach  --------------- 

Squash  (and  Punpkin)  --------- 

Tomatoes  --------------- 

Turnips  (and  kohlrabi)  -------- 

The  Plant 

The  Soil ----. 


Page  2 
11 
14 
16 
17 
20 
22 
23 
24 
27 
28 
30 
32 
33 
37 
37 
33 
40 
42 
43 
56 


6-15- '18. 


Tig.  HOMS  GiiPJPaN  AND  VEGETABLE  GROffINC  PROJECT. 

The  following  outlines  are  for  the  guidrnce  and  instruction  of 
students  and  prospoctivo  teachers  of  a;;riculture  in  the  country  school  or  the 
school  of  the  village  and  snail  town.  In  such  communities  land  is  available  and 
land  is  needed  to  grow  plants. 

The  matter  that  follows  is  expected  to  give  kno^vledge  of  the  nater^ 
ial  suitable  for  the  instruction  of  the  seventh  and  eighth  grade  pupils  in  hone 
gardening  and  vegetable  grov/ing. 

The  practice  work  for  students  is  a  vegetable  garden  on  the  campus 
of  the  University  of  California.  A  successful  garden  has  been  naintained  during 
both  semesters  of  the  regular  sessions  of  1915,  1915,  1917,  1918  and  the  Sumner 
sessions  of  1915,  1916,  1917. 

No  apology  is  deemed  necessary  for  the  use  of  the  question  instead 
of  the  brief  topical  statement.  The  use  of  the  question  makes  possible  the 
definite  assignn^ent  for  study.  The  use  of  the  direct  searching  question  that 
causes  the  pupil  to  think  has  long  been  considered  one  test  of  the  ability  of  a 
teacher.  The  teacher's  skill  is  not  complete,  ho^vever ,  until  the  thought  pro- 
voking question  results  in  clear,  clean-cut,  definite  statements  in  good  simple 
English  from  the  pupil.  Likev^iss  the  student  and  prospective  teacher  rust  read 
the  reference  that  is  supposed  to  answer  the  question  in  the  outlines.  Then  tv;j 
results,  at  least,  must  follow;  1st,  the  restatement  of  the  subject  matter  by 
the  reader  with  supplementary  discussion,  if  necessary,  by  the  instructor;  2d, 
actual  garden  practice  on  the  campus  ,  students  and  instructor  vorking  out  to- 
gether the  problems  of  plant  growing  and  soil  management. 

There  is  omitted  here  all  classroom  disciission  of  the  Project,  its 


-2- 

iture,  kinds,  administrative  features,  pedagogical  values,  etc.,  etc.  The  pro- 
jects are  limited  to  productive  vegetable  growing  in  the  pupil's  hoine  garden,  with 
the  possible  exception  j)f  the  sugar  beet.  No  improvement  or  "experiment"  project 
13  given  unless  the  potato  improvement  outlines  may  be  so  considered.  The  great 
need  for  California  boys  and  girls  is  to  become  acquainted  with  the  common  vege- 
tables and  to  become  skillful  in  growing  the  choicest  varieties.  Climate  and  soil 
are  in  their  favor.  The  factor  lacking  is  educational  direction. 

The  animal  project  and  the  improvement  project  are  reserved  for  later 
treatment. 

0 0 0 0 

THE  mim   VEGETABLE  GARDEN. 
• 
-  The  home  garden  mny ,  Ln   a  measure,  be  a  "school  directed"  garden.  At  least 
there  should  be  cooperation  bet-veen  the  teacher  and  the  parent,  the  school  and  the 
lOTie,  The  school  garden,  as  comnoaly  understood,  may  serve,  if  conditions  on  the 
jchool  grounds  are  favorable,  as  a  demonstration  plot  to  teach  the  boys  and  girls 
pertain  processes  that  are  fundamental  to  the  success  of  the  home  garden.  If  con- 
litions  on  the  school  grounds  are  absolutely  unfavorable  for  any  kind  of  soil  and 
|plant  work,  then  perhaps  a  small  plot  may  be  secured  on  ground  near  the  school 
9uilding.  All  that  follows  is  from  the  viewpoint  of  teaching  the  country  child  or 
the  child  of  the  village  and  small  town  where  a  small  piece  of  ground  is  available 
Lf  it  is  available  anyv/here.  A  vacant  lot  in  a  city,  controlled  by  the  school,  is 

most  valuable  laboratory  equipment  of  the  school,  to  teach  boys  and  girls  by 
actual  participation,  certain  things  they  must  know  to  have  a  successful  backyard 
vegetable  garden.  And  while  the  school  garden,  per  se  ,  is  not  treated  in  this  con- 
nection, yet  the  treatment  that  follows  on  the  home  garden,  for  the  teacher,  will 
apply  to  the  school  garden,  except  perhaps  in  certain  administrative  features.  The 
teacher  does  not  manage  or  discipline  the  pupils  in  their  home  garden  work.  Leave 
that  to  the  home.  But  if  the  teacher  believes  in  garden  work  as  an  economic  and 
educational  project  and  has  enthusiasm  and  can  impart  some  of  that  enthusiasm  to 
boys  and  girls,  there  will  be  no  need  of  discipline,  as  understood  in  the  school- 
room, whether  in  the  school  garden  or  in  the  home  garden, 

B  -  References : 


1.  V7ickson,  The  California  Vegetables  in  Garden  and  Field  (Page  referen- 
ces are  for  third  edition). 

2.  Bailey,  The  Principles  of  Vegetable  Gardening. 

3.  Corrsspondencc  Course  in  Vegetable  Gardening,  by  S,  S.  Rogers,  College 
of  Agriculture,  University  of  California, 

4.  Farmers'  Bulletin  No.  818,  The  Small  Vegetable  Garden,  U.  S.  Dept.  of 
Agriculture. 

5.  Farmers'  Bulletin  No,  937,  The  Farm  Garden  in  the  North,  U.  S.  Dept. 
of  Agriculture, 


4 


-3- 


6.  Farmers'  Bulletin  No. 934  ,  Home  Gardening  in  the  South,  U.  S,  Dept,  of 
Agriculture. 

7.  Far:'<.^r3 '  Bullotin  No.  856,  Control  of  Diseases  and  Insect  Enemies  of 
the  Home  Vogetablo  Garden,  U.  S,  Dcpt.  of  Agriculture, 

C  -  Outline  Questions; 

I  -  The  Present  Status  of  Homo  Vegetable  Gardening  in  California. 

1.  How  many  homes  in  your  locality  grow  their  own  vegetables  wholly  or 
part? 

2.  How  many  buy  their  vegetables? 

.  3.  How  many  buy  their  principal  vegetable  supply  in  the  fom  of  canned 
goods? 

4.  V/hat  reasons  arc  given  why  homes  do  not  grow  their  own  vegetables? 

a  -  Wickson,  p,  20. 

5.  V/hat  reasons   have  you  heard? 

6.  How  many  reasons  are  valid? 

7.  Do  people  on  specialized  farms  have  time  to  grow  a  small  vegetable 
garden? 

8.  How  increase  the  interest  in  the  home  vegetable  garden? 
(Answer:  One   way  is  by  the  training  of  children  through  the  public 

school). 

II-  Advantages   of  the  Hor.e  Vegetable  Garden. 

1,  T/hat  is  the  hygienic  benefit  of  fresh  gro'jm  vegetables? 

a  -  \7ickson ,  p.   23. 

b   -  Fanners'   Bulletin  No.   934   (Bottom  page  3), 

2,  Y/hat  is  the  economic  benefit   of  hone  gro^vn  vegetables? 

a  -  V/ickson,  p.   24. 

b  -  Farmers'   Bulletin  No.   937,  p.   3. 

3,  V/hat  is  the  social  benefit   of  hone  gardening? 

a  -  V/ickson ,  p.   25. 

b  -  Correspondence  Course,  Lesson  14,  p.  7, 

4,  V/hat  are  the  benefits  to  growing  children  fror.  practical  training  in 
soil  and  plant  lore? 

5,  How  is  the  vegetable  garden  an  element  of  success  in  California 
agriculture? 

a  -  Uickson,  p.  25  (The  Garden  in  I.;ixed  Farcing). 

6,  What  is  the  "crorming  need  of  California  agriculture"? 

a  -  Wickson,  p.  26  (botton  of  page). 

7,  V/ill  agricultural  education  in  the  public  school  help  in  supplying 
this  crowning  need? 

Ill  -  The  Essentials  of  Hone  Gardening, 

1,  ^^hat  three  requisites  for  success  in  gardening? 

a  -  T/ickson  ,  p.  21. 

2,  T/hat   are  the   esfsentials   of   all  gardening? 

a  -  Farmers'   Bulletin  No,   818,   p.    3. 

3,  How  important   is   the   "human   eler.ent"  ,  the  gardener? 

a  -  Bailey,  p.   6    (top   of  page). 


IV  -  The  Location  of  the  Home  Garden. 

1.  Where  will  you  place  your  garden? 

a  -  Correspondence  Course,  Lesson  14,  p.  8. 

2.  What  things  are  to  be  considered'  in  locating  a  home  garden? 

a  -  Wickson,  p.  99. 

3.  -  TJhen  possibility  exists  for  a  choice  of  several  locations,  what  co 
siderations  should  determine? 

a  -  Farmers'  Bulletin  No.  818,  p.  3. 

b  -  Farmers*  Bulletin  No.  937,  p.  4  (Bottom  of  page), 

V  -  Plan  of  the  Hone  Garden, 

1.  V/hat  will  determine  the  size  of  your  garden? 

a  -  Correspondence  Course,  Lesson  14,  p.  8. 
b  -  Bailey,  p.  31, 

2.  Will  you  make  a  diagram  of  your  garden  plot? 

a  -  Farmers*  Bulletin  No.  818,  p.  6,7. 
b  -  Farmers*  Bulletin  No.  937,  p.  5,  6,  7, 
c  -  Fanners'  Bulletin  No,  934,  p.  4,  5,  6, 

3.  What  is  the  first  consideration  in  planning  the  arrangement  of  your 
garden? 

a  -  Farmers'  Bulletin  No,  937,  p.  7  (Bottom  of  page). 

b  -  Farmers*  Bulletin  No.  934,  p.  7. 

c  -V/ic-kson,  p.  101  (Arrangement  for  horse  work), 

4.  How  are  the  ease  and  efficiency  of  cultivation  made  possible  in  gar- 
den planning? 

a  -  Bailey,  p,  31. 

5.  Will  you  grow  your  vegetables  in  long  rowe? 

6.  V/hat  advantage  in  irrigation  with  the  long  row  system? 

7.  \7hat  objections  to  the  old  practice  of  growing  vegetables  in  beds? 

a  -  Bailey,  p.  31,  32. 

8.  How  may  the  garden  diagram  serve  as  a  record?/ 

a  -  Correepondence  Course,  Lesson  14,  p.  9. 
b  -  Farmers'  Bulletin  No.  818,  p.  6. 
c  -  Farmers'  Bulletin  No.  934,  p.  7  (bottom  of  page). 
9^  In  planning  succession  of  crops,  what  important  considerations  must 
be  kept  in  mind? 

a  -  Farmers'  Bulletin  No  '934,  p.  8. 

10.  What  is  meant  by  succession  of  crops? 

11.  V/hat  is  meant  by  rotation  of  crops? 

12.  What  is  the  importance  of  the  rotation  of  crops! 

a-  Bailey,  p,  93  (bottoTi)  p,  94, 

13.  V/hat  are  the  possibilities  of  succession  and  rotation  in  California 
gardens  ? 

a  -Wickson,  p.  120,  121,  122. 

14.  V/hat  will  be  the  succession   of   crops   in  your  hone  garden? 

15.  V,"hat  vegetables  viij   ycu  plan  to  gro^■7? 

a   -  Farmers'   Bulletin  No.    904,  p.   7    (middle   of  page),. 
b   -  Farmers'   Bulletin  No.    818,   p.    8,   9. 
c   -  Bailey,   p.    35   (bottom)    and  page   36. 

16.  V/hat  is  meant  by  companion  crops? 

a  -  Correspondence  Course,  Lesson  14,  p,  9, 


■f^^••^'■?^^. 


-5- 


17.  What  skill  is  involved  in  growing  home  vegetables? 
a,-  Bail©'/  p.  4, 

VI  -  Soil  for  the  Hone  Garden. 

1,  Is  ideal  soil  neceesary  for  success  in  hone  gardening? 

a  -  Wickaon,  p,  40. 

2,  What  extrene  variations  of  soil  are  not  best  for  gardening? 

a  -  'aickson,  p.  40  (botton  of  page),  41. 

3,  V/hat  soils  are  naturally  excellent  for  gardening? 

a  -  yickson,  p.  41, 

b  -  Bailey,  p.  82  ,  83. 

c  -  Farcers '  Bulletin  No.  937 ,  p.  4. 

VII  -  Improvensnt  of  Soil  for  Gardening. 

1,  How  inprove  the  adobe  soil  of  California? 

a  -T/ickson,  p.  45  (Important), 

2,  Hor  improve  light,  sandy  soils  of  California? 

a  -  Wickson ,  p.  46, 

3,  How  improve  a  good,  natural  loarr!  soil? 

a  -  Farmers'   Bulletin  No,   818,  p,   15. 

4,  What  is   a  good  tost  to  deterr.iine  vheti  garden  soil  is  ready  to  work? 

a   -  Farmers'   Bulletin  No.    818,  p.   14. 

VIII  -  Manures   and  Fertilizers   for  Garden. 

1,  T/hat   is   consider-^d  the  best  all  round  fertilizer  for  the  hone 
garden? 

a  -  Farmers'   Bulletin  No.   818,  p.   16. 
b  -  Farmers*   Bulletin  No.   937,  p.   9. 
c   -  Bailoy,   p,    J3, 

2,  LTiat  is  the  beet  v^ay  to  preserve  stable   or  barnyard  manure  in 
California? 

Q  -  V/ickson,  p.   92, 

3,  What  ia  the  best  way  to  handle  manure  for  gardeuc  in  California? 

a  -  Viokson,  p.  93  (top), 

4,  \Jhat   is   a  compost   and  how  made? 

a  ^  VJickson,  p.   93„ 

5,  If  manure   is   not   available,  what  then? 

a  -  Farmers'   Bulletin  Mo,   937,  p.    9, 

6,  TThat   commercial   fertilisers  r.ay  be  used? 

a  -  Farcers'  Bulletin  No.  818,  p,  16. 
b  -  Fax'mers'  Bulletin  No,  934,  p,  17, 

7,  Y/lien  will  commercial  fertilizers   fail  of  good  results? 

a  -  Farmers'   Bulletin  No,    934,  p,   17    (bottom  of  page), 

8,  V^at  is  the  value   of  wood  ashes? 

a  -  V7ir;k3on,   Pa    96? 

9,  T.Tien  is  the  uae   of   lime  advisable? 

a  -  Farmers'   Bulletin  No,   937,  p.   10, 
10.  Tnien  should  lime   not  be   applied? 

a  -  Farmers'   Bulletin  No.    937,  p,   10, 


-6- 


11,  How  may  lime  be  applied? 

a.  Fnraers'   Bxilletin  No.   937,  p.   10. 

b.  Wicknon,   p,   45. 
12. Is  line  a  fertiliser? 

a.    Farmers'   Bulletin  No.  318   (botton  of  page), 

13,  Tlhen  should  corrrercial  fertilizern  be  applied? 

a,   Bailey,  p.   99   (bottom  of  page). 

14,  \7hat  cautions    in  regard  to  the  use  of   commercial  fertilizers? 

a.  Wicks  on,  97 ,   98. 

h.   Bailsy ,  p.   96   (middle  of  page). 

15,  After  all,  'vhat  is  the  easiest,  cheapest   and  best  thing  you  can  do  to 
enrich  your  garden  soil? 

IX  -  The  Preparation  of  the  Seed  Bed, 

1,  TJhat   is  tillage  of  preparation? 

a.  Bailey ,  p.    88, 

b.  V/ickson,  p,  79. 

2,  V/hat  should  be  the   character  of  such  tillage? 

a.  Bailey,  p.  38. 

b.  Farmers'  Bulletin  No.   318,  p.   4. 

3,  V.'hen  is  the  best  tinie  to  be?;in  the  preparation  of  the   soil? 

a.  'Tickson,  p.   79. 

b.  Bailey,  p.    88   (botton). 

c.  Farnors'   Bulletin  No.    937,  p.    8. 

4,  Y/hat  are  the  immediate  things   for  soil  preparation? 

a.  TJickson,  p.    80. 

b.  Farmers'  Bulletin  No.  934,  p.  15,  15. 

X  -  Seeds  for  the  Home  Garden, 

1.  V/hat  are  the  four  general  qualities  of  good  seed? 

a.  Bailey,  p.  122, 

2.  T/hen  should  seed  be  ordered? 

a.  Farmers'  Bulletin  No.  818,  p.  8. 

b.  -  Farr.:ers'  Bulletin  No.  937,  p.  ^11. 

3.  How  much  seed  ^7111  you  pur-^hase? 

a.  Farmers'   Bullatin  No,    934,  p.   15v 

b.  F.-rm-rs'   Bulletin  No.    318,  p.    8. 

c.  Any  good,  reliable  seed  catalogue, 

4.  T/ill  you  test  your  seeds' 

5.  'What  are  the  three  lerdxr.g  tes-^s  of  seeds? 

a.  Bailey,  p.  143, 

6.  What   is   a  good,   sixiple  v;ay  of  testing  seeds? 

a.   Wiokgon,  p.   124   (top). 

XI  -  Seed  Sowing  in  the  Garden, 

1,  What  are  the  t'-zo  things  necessary  for  the  germination  of  seed  in  the 
garden? 

a.  Bailey ,  p.  155. 
2.  V/hat  are  five  things  to  be  done  to  secure  favorable  moisture  condi-  ■ 
tions  for  gemination? 

a.  Wicks  on,  p.  125,  126,  127. 


-7. 


3,  What  is  the  iicportance   of  seed  covering? 

a,  '.7ick3on,  p.   125,  126. 

b,  Bailey,  p.   160  (botton), 

4,  TiThen  and  vhy  should  the  soil  be  "firmed"   over  seed? 

a,  Uickson,  p.   126, 

b.  Bailey,  p.    155   (bottom), 

5,  What  is  "soil  opening"   and  its   inportance  in  the  germination  of  seed? 

a,  ^7ickson,  p,127. 

b,  Bailey,  p,    156. 

6,  How  valuable  is  "mulching"  vrhere  seed  are  sown! 

a.  V/ickson  ,  p.   127, 

7,  How  may  irrigation  be  used  to  secure  germination  of   seed? 

a.  T/ickson,  p,  127, 

8,  T-'hat   considerations  determine  the  best  time  for  sov/ing  seed  in  the 
garden? 

a.  Farmers'   Bulletin  No.  818,  p.   16,  17, 

b,  Bailey ,  p.   161, 

9,  tThat   is   a  good  garden  calendar  for  your  localitj? 

a.  V/ickson,   p.   110,   111,   112,   113, 

b,  A  successful  local  gardener, 

10,  Vj'hat  constitutss  good  "practice"  or  the  "mechanics"  of  seed  sowing? 

a.  Farmers'  Bulletin  No.  318,  p,  21  (bottom), 

11,  When  v/ill  you  thin  your  plants? 

XII  -  Gro'-ving  Plants  for  the  Garden, 

1,  V.'hat  is  the  advantage  of  growing  indoors  certain  plants  for  the 
garden?  , 

a.  Wickson,  p.  128, 

2,  VJhat  is  the  most  practical  device  for  use  by  the  hone  gardener  for 
growing  indoor  plants? 

a.  Farmers'  Bulletin  No,  934,  p.  9. 

b,  TJickson,  p,  128, 

3,  How  prepare  the  flat  or  seed  box? 

a.  Farmers'  Bulletin  No.  934,  p.  9. 

b.  v;ickson,  p.  128,  129. 

c.  Farmers'  Bulletin  No.    318,  p,   10,  11, 

4,  T/hat  is  the  arrangement  that   comes  next  to  the  seed  box  (or  flrit)    in 
simplicity? 

a.  ".'fickson,  p,   129,  130, 

b.  F-irmers'   Bulletin  No.   937,  p.    14. 

c.  Farmers'   Bulletin  No.,    318,  p,    12  • 

d.  Farmers'   Bulletin  No.    934,  p.   11, 

5,  TJhat  is  the  hot  bed  and  when  important? 

a.  ^.Tickson.   p.   130,  131. 

b.  Farmers'   Bulletin  No.   937,   p.   12,   13. 

c.  Farmers'   B'^llotin  No.   813,  p.    11, 
d„   Farm3rs'   Bullstin  No.    934,  p.   10. 

6,  \7hr.t   ere  the  five   objects   to  be  attained   in  the  management   of   a  hot 
bed?    (and  seed  box  or' flat) ? 

a,    Bailey,  p.   72    (bottom  of  page), 

7,  What   are  the  six  things  to  avoid  in  such  a  management? 

a,   Bailey,  p.  72   (middle  of  page). 


-8. 


3,  Hov;  should  seedlings  be  hnndled  that  "xre   grov.'n  by  artificial  hec.t  or 
protection? 

a.  Wicks on,  p.  134. 

b.  Fa-mere'   Bulletin  No.  937,  p.  17. 

9.  T/hat  is  r.eant  by  the  "seed  bed"  in  the  garden  as  an  aid  to  earliness? 

a.  Farncrs'  Bulletin  No.  937,  p.  14,  15, 

b.  Fc^rmers'  Bulletin  No.  818,  p.  20. 

XIII  -  Transplanting, 

1.  u'hat  are  the  two  fundamental  considerations  in  successful  transplant- 
ing? 

a,  Bciley,  p.  187. 

2.  ''/hat  importr^nt  points  to  be  observed  in  transplanting! 

a.   'Ticks on,  p.   135. 

3.  Y/hat  should  be  done  before  the  plants  are  coved  from  the  flat  or  hot 
bed? 

a.  Fcrr.ers'  Bulletin  ^^o.  937,  p.  17  (niddle  of  page). 

b.  Farmers'  Bulletin  wo.  934,  p.  13, 

c.  Farmers*  Bulletin  No.  818,  p.  21  (bottom) , 

4.  'Then  is  the  best  tins  to  transplant? 

a,  Bailey,  p„  138. 

fc.  Farr.ers'  Bulletin  I3o,  813,  p.  22,     ^ 

5.  How  should  the  nlnnts  be  set? 

a,  Bailey,  p,  139. 

b,  \Tickson,  p,  135, 

c.  Farriers'  Bulletin  Mo,  934,  p.  14, 

d.  Farrers'  Bulletin  No.  813,  p.  22. 

6.  Vlhat   veget::.ble  plants  r.:ay  be  transplanted  directly  fror.  seed  sown  in 
the  garden  row? 

(Answer:  Onions,  lettuce,  beets,  kohlrabi,  etc.) 

7.  How  transplant  these  either  to  "fill  in"  a  row  where  the  seed  did  not 
come  or  plant  a  new  row? 

(Answer:  No  r.aterial  difference  from  directions  given  above), 

XIV  -  Cultivation, 

1,  what   is   me^nt  by  tillage   of  naintenance? 

a.   Bailoy  ,  p.   91. 

2,  Vfhat  is  tillage  to  conserve  moisture? 

a.  Wicks  on,  p.   80^ 

3,  'iThat  is  the  import  ince  of  the  earth  mulch  in  California? 

a.  Wicks on,  p,    31, 

4,  T/hat   are  the  three   steps   by  v/hich  conservation  of  moisture  is   at- 
tained? 

a.  v;ick:;on  ,  p.   82  ,    33. 

5,  V/hat   are   some   of  the  tools   of  tillage? 

a.   Boiiluy,  p„   111,   112,   113,   114. 

6,  What  are  the  hand  toois  ordinarily  used  in  the  home  garden? 

a.  Farmers'  Bulletin  No.  93Y  ,  p.  25, 

b.  Farmers'  Bulletin  No,  818,  p.  13,  14,  15, 

c.  Wickpon,  p„  33, 


-9- 

7.  What  is  the   importance   of  the  "nan  with  the  hoe"? 

C  Wickson,  p.   83,  $4. 

8.  What  is  the  importance .of  deep  cultiration  in  California? 

a.   "There  is   little  grace ,  we  admit ,  in  the  attitude  of  the 
Italian  market   gardener,   as   he   straddles  the   rov^r,   arches   hi; 
back  and  grunts   as  he  sends  his   heavy  mattock  its   full  depx- 
into  the  toil  around  the  plants.     The  Anerican  '-/ith  his 
fine,  new,   full-width,  bronze-shanked,  green-labeled,  steel 
hoe,  marching  along  the  rows,  touching  the  soil  with  dis- 
dain as   ill  worth  exertion  on  his  part,  is  a  much  handsonex 
picture.     But  the  Italian's  plants   laugh  at  drought.     When 
irrigated  the  soil  takes  water  like   a  sponge   and  it  goes 
plunp  do^vn  to  the  roots  of  the  plant-     Irrigate  the  shallo"' 
hoed  plot;   a  pailful  will  run  a  rod  and  the  plant  root  gets 
but  the  ,-:urgle   of  the  water  as   it   floT.'9   along  the  surface   of 
the  hard-pan  just  beneath  the  dust."     Vfickson,  p.    85. 

9.  Ko'.v  are  ridging  and  hilling  as   fonns   of   cultivation  used? 

a.  T/ickson,   p.    R6 ,   87. 

10,  V/hat  ie  the  ir.-.pci'tance   of   flat   cultivation  in  California? 

a.  Wickson,  ^j.   87. 

11,  What  is  the  most  practical  method  of   irrigating  your  home  garden? 

a.  Tfickson ,   p.    65. 

12,  \7hat  are  the  seven  icportant  things  that  must  be  done  by  the  success- 
ful gardener  v/i-r,houb  waiting  for  suggestions  from  anyone  or  consult- 
ing an  almanac  for  the  phases  of  the  moon? 

a,  V/ickson,  p.  108,  109  (Very  important), 

13,  How  are  weeds  a  mere  incident  in  gardening? 

a.  Bailey,  p.  196, 

14,  When  are  weeda  "constants"  in  gardening? 

15,  What  are  eleven  ways  of  keeping  weeds  in  check? 

a.  Bailey",  p,  197  ,  198. 
15,  V/hen  are  v/eeds  a  compliment  to  your  garden  soil? 
a.  Bailey,  p.  198, 

XV  -  Garden  Diseases  and  Insect  Enemies, 

1.  What  are  some  means  of  prevention? 

a.  Farmers'  Bulletin  No.  856,  p.  4,  5,  6, 

2.  How  make  Bordeaux  Mixture  and  for  what  used? 

a.  Fai-merc'  Euiietin  No.  856,  p,  6,7, 

3.  How  make  Fcrmaldshyde  Soiuticn  and  for  v/hat  used? 

a.  Farmers*  Bulletin  No,  856,  p,  8. 

4.  Ho^^  make  Kerosene  Emulsion  and  for  what  used? 

a.  Farmers'  Bulletin  No.  856,  p,  8, 

5.  How  prepare  Lead  Arcenfte  and  for  "rhat  used? 

a.  Farm.erf"  Bui]  etin  No.  856,  p.  9.  • 

6.  Ho"f  prepare  Mijntinc   Sulphate   and   special  use? 

a,   Farmerc'   Bulletin  No,    856,  p.    10. 

7.  V/hat  is  the  value   of   Soap  Preparations? 

a.  Farmers'  Bulletin  No.  855,  p.  11, 


-10- 


8. 

9. 
10. 
U. 
12. 
13, 
14. 
15, 

16, 

17. 
18. 

19. 

20. 

21. 
22. 
23. 
24. 
25. 
26. 
27. 
28. 
29, 
30. 
31. 


For  what  is  Sulphur  used? 

a.  Fanners*  Bulletin  No,  856,  p.  12, 
What  are  some  of  the  mechanical  methods  of  inaect  control! 

a.  Farmers*  Bulletin  No.  856,  p.  12, 
What  are  the  two  general  classes  of  injurious  garden  insects? 

a.  Farmers'  Bulletin  No,  856,  p.  14. 
How  control  the  Cutv/ormT 

a.  Farmers*  Bulletin  No,  856,  p,  15, 
"What  is  th«  White  Grub  and  its  control! 

a.  Farmers'  Bulletin  No,  856,  p,  16, 
What  are  Aphis  or  "Plant  Lice"  and  control! 

a.  Farmers*  Bulletin  No.  856,  p.  18,  19, 
How  control  the  Onion  Thrips ! 

a.  Farmers'  Bulletin  No.  856,  p,  19. 
Wiat  suggestions  for  control  of  the  Red  Spider! 

a.  Farmers*  Bulletin  No,  856,  p.  21. 
How  dispose  of  Slugs  and  Snails! 

a.  Fanners*  Bulletin  No.  856,  p.  21,  22. 
What  us  Damping-off  and  prevention! 

a.  Farmers*  Bulletin  No,  856,  p.  23, 
What  are  Bean  Anthracnose  and  Blight  and  method  of  control! 

a.  Farmers*  Bulletin  No.  856,  p,  25,  26. 
How  is  the  Common  Cabbage  Worm  controlled! 

a.  Farmers*  Bulletin  No,  856,  p,  31,  32. 
How  control  Cabbage  Aphis ! 

a.  Farmers*  Bulletin  No,  856,  p,  35. 
How  control  the  Cabbage  Maggot?. 

a.  Farmers*  Bulletin  No.  856,  p.  36. 
How  control  the  Corn  Ear  Worm! 


42. 

43,  44,  45. 


a.  Farmers'   Bulletin  No.   856,  p. 
How  control  the  Cucumbejp  Beetle? 

a.  Farmers'   Bulletin  No,   356,  p. 
What  method  of  control  for  the  Melon  Aphis! 

a.  Farmers'  Bulletin  No.   856,  p.  45,  46, 
What  is  the  control  of  the  "Onion  Maggot"! 

a.   Fanners*   Bulletin  No.   356,  p,   51, 
Whai■^i8  the  control   of  the  Potato  Beetle? 

a.   Farmers*  Bulletin  No.   856,  p,   55,  56, 
Hov;  treat  Potato  Scab! 

a.  Farmers'  Bulletin  No,  856,  p.  58, 
How  control  the  Squash  Bug! 

a.  Farmers'  Bulletin  No.  856,  p.  61. 
How  control  the  Squash  Vine  Borer? 

a.  Farmers*  Bulletin  No,  856,  p.  61,  62, 
How  control  the  Tomato  Itorms? 

a.  Farmers*  Bulletin  No.  856,  p,  67,  68, 
How  control  Gophers  and  Ground  Squirrels! 

a.  Consult  some  local  gardener, 

b.  Consult  the  County  Horticultural  Cwnmissioner. 

c.  Bulletin  No.  281.  Control  of  the  Pocket  Gopher. in  Cali- 
fornia. College  of  Agriculture,  University  of  California, 


untr^  .., 


.Oil  {Kiia;la-aJi  ■•'  a^i- y 


'-•sitV-.-         ay  lo.id'ii-hoa  -f«l;?' 


'?£«nfiTrea  lo  boff- 


.  >. 


.  -  ,:i»r 


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:  .T.  ?  I 


-11- 


XVI  -  utilization  of  Garden  Products. 

1.  What  cire  available  for  immediate  consumption  in  the  home? 

2.  What  will  you  market? 

3.  Y/hat  will  be  stored  for  future  use? 

4.  v;hat  rdll  you  can'i 

VEGETABLE  GROTTING  PROJECTS . 

I   -  Introductory  Discussion  of  Vegetables,  • 

1,  Possible  classifications, 

a.  By  food  parte  under  such  headings  as  "Roots  vie   eat"  , 
"Leaves  we  eat",  "Seeds  and  seed  pods  vre   eat",  "Stalks  we 
eat"  ,  "Plants  we  grow  for  garnishes", 

b.  According  to  date  of  planting  or  earliness  of  maturity  in 
the  open  as  "first  early"  ,  "second  early" ,  "third  early"  , 
"fourth  early",  or  "late". 

c.  Vegetables  also  classified  according  to  certain  botanical 
characteristics.  Under  this  classification  "early"  and 
"late"  vegetables  nay  be  found  in  the  game  group;  also, 
vegetables  in  a  given  group,  as  for  example  those  of  the 
parsnip  f rjnily  (Umbelliferae)  ,  nay  differ  radically  as  to 
their  food  parts  ,  and  run  from  roots  ve   eat  to  edible 
leaves  and  seeds.  The  parsnip  family  includes  even  the 
most  important  garnish  plant.  Our  garden  herbs  and  vege- 
tables belong  to  at  least  17  plant  farilies, 

2,  Classification  by  I.:ethods  of  Cultivation,   (Bailey  in  "Principles 
of  Vegetable  Gardening".) 

Class  I  -  Annual  Vegetables, 

Sub-Class  1  -  Crops  Grown  for  Subterranean  Parts, 
Group  1  -  Root  Crops, 

Best,  Beta  vulgaris . 

Carrot  ,  Daucus  Carota. 

Parsnip  ,  Pastinaca  sutiva. 

Radish,  Raphr.nus  sativus. 

Salsify,  Tragopogon  porrifolius. 

Turnip  and  Rutabaga,  Brassica. 
Group' 2  -  Tuber  crops. 

Potato ,  Solanum  tuberosum. 
Group  3  -  Bulb  Crops, 

Onion  .  Alliur.-.  Cepa  .  A.  f  istulosun. 

Leek,  Allium  Porrvu::, 
Sub-Class  2  -  Crops  Grovm  for  Foliage  Parts, 
Group  4  -  Cole  Crops, 

Cabbage  ,  Brassica  oloracea. 

Cavilif  lower  ,  Brassica  oleracea. 

Kohlrabi  ,  Brassica  oleracsa. 
Group  5  -  Pot-herb  Crops  (used  for  "Greens"), 

Spinach,  Spinacea  deracea. 

Beet,  Beta  vulgaris. 

Dandelion,  Tarrjcacum  officinale  (This  is  a 

perennial,  but  when  grown  in  a  garden  is  an 
annual,) 


-12- 


Group  6  -  Salad  crops. 

Lettuce  ,  Lnctuca  sativa, 
Ettdive  ,  Cichorivu-.  EndrTia. 
Celery  ,  Apriuc  graveolons. 
Parsley  ,  Carur.i  Potroselinur.:. 
Sub-Class  3  -  Crops  Grovm  for  Fruit  or  Seed  Parts. 
Group  7  -  Pulse  crops. 

Bean,  phaseolus .  Dolichos  ,  Vicia, 
Pea ,  Pisun  sativum. 
Group  8,-  Solnnaceous  crops. 

Tomato  ,  Lycopersicum  esculentum. 
Eggplant  ,  Solanura  Melongena. 
Pepper ,  Capsicum  annuum . 
Group  9  -  Cucubitous  or  Vine  Crops, 
Cucumber,  Cucunis  sativus. 
Melon,  C.  Llelo. 
Squash,  Cucurbita, 
Group  10  -  Corn. 

Sweet  Corn ,  Zea  Mays , 
Class  II  -  Perennial  Vegetables. 

Asparagus  ,  Asparagus  officinalis. 
Rhubarb ,  Rheum  Rhaponticum. 
3,  Aid  to  Garden  Planning. 

Q.  Familiarity  with  the  general  cultural  requirements  of  the  various 
groups  is  necessary  to  the  first  intelligent  steps  in  hone-garden 
planning.  These  requirements  are  given  by  various  authorities.  The 
following  notes  are  from  Bailey's  "Principles  of  Vegetable  Gardening" 
Group  1,  Root  crops  require  a  cool  season  and  deep  soil.  They 
are  grov;n  in  drills,  and  are  usually  not  transplanted. 
They  are  used  both  as  main-season  and  secondary  crops. 
All  are  hardy.  No  special  skill  is  required  in  grow- 
ing them. 

The  necessity  of  deep  soil  is  apparent  when  one 
considers  that  the  value  of  a  root  depends  to  a  large 
extent  on  its  straightness  or  symmetry.  In  hard  and 
shallow  soils  roots  are  short  and  they  tend  to  be 
branched  and  irregular.  Fine  tilth  does  much  to  in- 
sure quick  groi^rth,  and  quick  grovrth  improves  the 
quality. 
Group  2,  Tuber  crops.  The  potato.  Deeply  pulverized,  cool 
soil ,  holding  much  capillary  moisture  and  rich  in 
potash,  deep  and  early  planting,  level  culture,  fre- 
quent surface  tillage  to  conserve  moisture,  spraying 
to  insure  healthy  foliage-— these  are  the  requisites 
of  the  best  potato  culture.  The  potato  is  propagated 
by  means  of  tubers.  It  thrives  best  in  a  relatively 
cool  climate;  in  the  south  it  is  successful  only  as  a 
spring  and  fall  crop,  for  the  midsumr-er  is  too  con- 
tinuously hot.   In  most  cases  a  heavy  yield  of  pota- 
toes is  largely  a  question  of  moisture. 


'4& 


-13- 


Group  3,  Bulb  Crops.  All  the  bulb  crops  are  hardy,  require  a  cool 
season,  and  noist ,  rich  soil,  rdth  a  loose  surface.  Ucu 
ally  thsy  are  not  seed-bed  crops.  They  are  used  both  as  . 
a  main— 3eaon  and  secondary  crop.  They  are  propagated  by 
both  seeds  and  bulbs.  These  crops  are  grov/n  chiefly  for 
the  underground  bulbs  (but  the  leaves  are  often  used  in 
stev;s  and  seasonings). 

Group  4,  Cole  Crops,  All  cole  crops  are  hardy  and  demand  a  C!^ol 
season  and  soil  and  abundance  of  rnoisture  at  the  root. 
Except  the  kales  and  kohlrabi,  all  are  seed-bed  crops* 
and  even  kales  are  often  started  in  beds.  Each  plant  re- 
quires considerable  space  in  order  to  develop  well,  Colo 
crops  are  grov/n  for  the  vegetative  aerial  parts  rather 
than  for  fruits  or  roots. 

Group  5,  Pot-herb  Crops.  Pot-herb  crops,  or  "greens",  arc  groxvn 
for  their  leaves;  therefore  they  nust  r.ake  quick  growth 
in  order  to  be  crisp  and  tender;  the  ground  nust  have 
good  surface  tilth  and  much  available  plant  food;  the  ap- 
plication of  soluble  nitrogenous  substances  is  usually 
important,  particularly  vrhen  the  growth  is  nearing  con- 
pletion.  I'ost  pot-herbs  demand  a  cool  season,  and  nearly 
all  of  then  are  partial -season  crops,  and  therefore  treat- 
ed as  succession  or  companion  crops. 

Group  6,  Salad  Crops,  As  a  general  statenent,  it  nay  be  said  that 
salad  plants  require  cool.,  moist  soil,  and  a  quick,  con- 
tinuous grovrth,  if  the  beat  results  are  attained.  They 
are  often  benefitted  by  a  special  application  of  quickly 
available  fertilizers  during  grovrth,  particularly  of 
nitrogen  in  those  species  v.-hich  are  desired  chiefly  for  a 
quick  gron-th  of  leaves. 

Group  7,   Pulse  crops,  Botanically,  peas  and  beans  are  very  close- 
ly related  ,  but  they,  have  few  points  in  connon  f ron  the 
cultural  point  of  view,  sines  peas  are  hardy,  cool-ceasou 
plants  and  boans  are  tender,  r/am-season  plants.  Both 
are  leguniinous  crops  and  therefore  capable  of  using  at- 
mospheric ■litrogen.   As  garden  crops,  hovever,  they  may 
need  applications  of  nitrogen  in  order  to  secure  a  quick 
start,  particularly  if  an  early  crop  is  desired.  "It  is 
frequently  the  wiser  economy  to  apply  nitrogen,  particu- 
larly if  they  are  raised  upon  land  v;hich  has  not  heen 
previously  painted  •^rith  these  crops  and  thus  may  not 
possess  the  specific  nitrogen-gathering  bacteria", 
(Voorhees'  "Fertilizers",  p.  269.) 

Peas :  Peas  are  a  partial -seas on  crop  ,  requiring 
.cool  season  and  a  soil  not  over-rich;  seed  is  sown  v/herc 
the  plants  are  to  stand;  gro^Mi  in  drills,  hardy. 

Beans :  Garden  beans  represent  several  species  ,  but 
all  the  common  kinds  are  very  tender  to  frost  and  require 
a  warn  season  and  sunny  exposure;  seed  is  soxra  where  the 
plants  are  to  grow;  usually  grovn  in  drills  ,  except  the 
tall  kinds;  the  common  bush  beans  are  partialTOcason 
plants. 


■~1 


-14- 

Group  S.Solanaceous  crops.  Tomatoes,  eggplants  and  their  kin  and  hot- 
season  plants.  They  require  nearly  or  quite  the  entire  season 
in  which  to  mature.  Usually  they  grovr   until  killed  by  frost,  at 
least  in  the  north,  and  the  production  of  a  heavy  crop  dcpondb 
on  getting  an  early  start.  Thay  are  seed-bed  crops,  and  they 
need  abundance  of  quick-acting  fertilizers  applied  relatively 
early  iri»their  growth.  They  are  gro^n  in  hills. 

Group  9,  Cucurbit ous  or  vine  crops,  Gucurbitous  crops  are  annuals, 

grown  for  their  fruits;  they  are  tender  to  frost;  they  require  a 
wann  season  and  a  full  exposure  to  the  sun;  they  are  long -seas on 
crops  ,  and  with  most  of  then  a  quick  start  is  essential  in  order 
that  they  may  nature  the  crop  before  fall;  they  are  grown  in 
hills,  as  a  nain  crop;  they  arc  planted  in  the  field  or  in 
frames  ,  depending  on  the  region  and  the  period  at  which  the  crop 
is  wanted;  they  transplant  with  difficulty,  and  if  the  plants 
are  startod  in  advance  of  the  season  they  are  gro\m   in  pots, 
boxes  or  on  sods. 

Group  10.  Corn  (other  names  omitted).  The  plants  here  mentioned  are  all 
warr.i-wc athcr  crops;  they  are  annuals,  or  grovm   as  such,  and  they 
are  cultivated  for  their  innature  fruits ;  they  should  have  quick 
soil;  usually  they  are  not  transplanted;  other  than  good  tillage, 
no  special  treatr.ont  is  required. 

Group  11.  Perennial  Crops.  The  r.:anagcr.ent  of  perennial  crops  differs 
from  that  of  other  vegetable -gardening  crops  in  the  fact  that 
they  are  ciore  or  less  permanent  occupants  of  the  ground  and 
therefore  must  be  given  an  area  to  themselves  ,  where  they  will 
not  interfere  vdth  the  customary  plowing  and  tilling;  in  the 
fact  that  the  chief  tillage  and  care  are  required  early  and  late 
in  the  season;  and  also  because  the  fertilizing  is  secured 
chiefly  by  surfrxe  dressings  in  spring  eind  fall, 

II  -  The  Bean  Project. 

A  -  Beans  may  be  grown  either  for  "green"  food  or  for  "dry"  food.  The  fol- 
lowing suggested  outlines  have  for  their  object  the  growing  of  one  or 
more  of  the  fifteen  varieties  of  "dry"  beans  that  are  of  commercial  im- 
portance and  are  staples  on  the  California  markets .  Any  reliable  seed 
catalogue  lists  varieties  of  "green"  beans  such  as  "Golden  wax"  ,  "Ken- 
tucky '.'.'ondor"  ,  "Lazy  TTif e"  ,  etc,  A  few  rov/s  or  a  plat  of  a  quarter  acre 
or  so  may  be  grorm  of  a  good  variety  of  "green"  beans  for  immediate  con- 
sumption in  the  hone  or  for  canning.  In  the  main  the  following  outlines 
will  apply  to  a  "green"  bean  project  as  woll  as  to  a  "dry"  bean  project. 
See  '7ickson  -  Pages  166,  167,  168,  169,  170  for  garden  culture  of  beans. 

B  -  References : 

1.  Bulletin  No.  294,  Bean  Culture  in  California,  by  G.  E,  Hendry, 
College  of  Agriculture,  University  of  California.  A  most  valu- 
able publication  -  Issued  April,  1918, 

2.  Wickson,  The  California  Vegetables  in  Garden  and  Field, 

3.  Bailey,  The  Principles  of  Vegetable  Gardening, 
(The  last  two  references  arc  valuable  for  all  phases  of  vegetable 

growing  and  garden  work  in  general). 


-15- 

C.  Outline  Questions: 

1.  V/hat  varieties  of  beans  are  of  coinnercial  importance  in  California? 
Bulletin  294,  p.  289. 

2.  Which  of  these  varieties  groW  best  in  your  immediate  locality?  Bulletir. 
294,  p.  319.  Also  consult  some  successful  local  grower, 

3.  Which  of  these  varieties  will  you  try  to  grow? 

4.  ■'./hat  are  the  things  for  you  to  determine  with  reference  to  the  seed 
you  will  need?  Bulletin  294,  p.  331. 

5.  What  kind  of  soil  is  best  for  beans? 

a.  Bulletin  294,  p.  322,  323.- 

b.  Wickson,  p.  157. 

c.  Bailey,  p.  385. 

6.  V/hat  is  the  condition  of  your  soil? 

7.  How  can  you  improve  it? 

8.  Hov/  large  a  plot  of  beans  will  you  grow? 

9.  How  prepare  land  for  beans? 

a.  Bulletin  294,  p.  297,  324,  325.  326. 

b.  Wickson,  p.  157. 

10,  What  change  or  adaptation  in  above  to  prepare  the  seed-bed  for  your 
particular  plot? 

11,  When  is  the  best  time  to  plant  your  beans? 

a.  Bulletin  294,  p.  326,  327,  328, 

b,  Wickson,  p.  159. 

12,  What  is  the  best  r^ay  of  planting? 

a.  Bulletin  294,  p.  329,  330,  331. 

b.  V^ickson,  p.  159. 

c.  Bailey ,  p.  337. 

13,  How  secure  a  uniform  stand  of  plants?  Bulletin  294,  p.  331, 

14,  How  cultivate  your  beans? 

a.  Bulletin  294,  p.  331, 

b.  Wickson,  p.  160, 

15,  How  will  you  modify  above  in  cultivating  your  particular  plot? 

16,  T/hat  tools  will  you  use? 

17,  Will  you  enploy  hand  labor  only? 

18,  During  the  preparation  of  your  soil  and  the  gro'^Ting  and  harvesting  of 
your  crop,«v'hat  items  v;ill  you  record  as  to  cost  of  growing  the  crop? 

19,  How  irrigate  your  beans  if  necessary  to  irrigate?  Bulletin  294,  p.  332 

20,  'Then,  v/hy  and  how  v/ill  you  cultivate,  after  irrigation? 

21,  Can  you  raise  beans  on  your  plot  without  irrigation? 

22,  Ho^"  control .  insect  and  other  enemies  of  your  beans? 

a.  Bulletin  294,  p.  344,  345,  346,  347, 

b.  Wickson,  p.  314,  315,  316,  317,  318,  319,  320, 

23,  When  is  the  best  time  to  harvest  your  beans? 

a.  Bulletin  294,  p.  332,  333. 

b,  Wickson,  p.  160. 

24,  V;hat  is  the  best  method  of  harvesting? 

a.  Bulletin  294,  p.  333, 

b.  Wickson,  p.  160. 

25,  How  follow  above  directions  for  your  own  particular  plot? 

26,  How  arc  beans  threshed? 

a.  Bulletin  294,  p.  334,  335, 

b.  Wickson,  p.  161,  162,  163. 


-16- 


27.  How  will  you  throsh  your  crop? 

28.  How  arc  beans  prepared  for  market? 

a.  Bulletin  294,   p.   335,   336. 

b.  \7ickson ,   p.    163. 

.;*9.  How  will  you  prepare  your  beans  for  market? 

30.  VHien  will  you  market  them? 

31.  V/hat  is  the  cost  of  growing  beans?  Bulletin  294,  p.  338, 
339, 

32.  V/hat  is  the  total  cost  of  growing  your  plot  of  beans? 

33.  V/hot  food  qualities  do  beans  possess?  Bulletin  294,  p. 
341,  342,  343. 

34.  V/hat  is-' the  agricultural  history  of  the  particular  variety 
of  bean  you  grew?  See  Bulletin  294  under  each  variety. 

35.  Y/hat  things  of  educational  value  have  you  learned  in  Jour 
study  and  grov/ing  of  beans? 

36.  Did  you  take  any  pictures  of  your  bean  crop? 

37.  \7hat  items  and  illustrations  v/ill  enter  into  your  final 
report  or  booklet  on  "How  I  Grew  IJy  Beans"? 

II  -  Th»  Eoet  (table)  Project.  • 

A  -  The  beet  growing  project  may  be  that  of  the  common  table  beet  grown  in 
the  garden  or  the  sugar  beet  grown  under  field  conditions.  The  cultural 
requirements  arc  pretty  much  the  same.  The  beet  has  been  cultivated  for 
more  than  2,000  years.   Under  cultivation  the  wild  beet.  Beta  vulgaris  . 
has  given  rise  to  three  types  of  root  beets,  viz:  garden  beets,  sugar 
boots  and  mangel-wurzels  or  stock  boots.  Of  foliage  beets  there  are  two 
typos,  viz:  chard,  used  for  greens;  ornamental  beets  used  in  flower  gar- 
dens and  lawns. 
B  -  References : 

1.  Bailey,  The  Principles  of  Vegetable  Gardening, 

2.  V/ickson,  The  California  Vegetables  in  Garden  and  Field. 

3.  Correspondence  Course  in  Vegetable  Gardening  by  S.  S. 
Rogers,  College  of  Agriculture,  University  of  California, 

C  -  Outline  Questions. 

1,  \7hat  is  the  early  history  of  the  beet? 

a,  Bailey,  p.  280. 

b.  Correspondence  Course,  Lesson  11,  p.  2. 

2,  To  what  cultural  class  of  plants  does  the  beet  belong? 
a.  Bailey  ,  p,  240. 

3,  V/hen  may  beets  be  grown  in  California! 
a.  7/ickson,  p.  171. 

4,  V/here  may  it  be  grovm  in  California? 
a.  Correspondence  Course,  Lesson  11,  p,  2, 

5,  V/hat  are  the  two  general  types  of  vegetable-garden  beets? 
a.  Bailey,  p.  277. 

6,  V/hat  varieties  are  grown  in  California? 

a,  '.'ickson ,  p.  173. 

b.  Correspondence   Course,  Lesson  11,   y,   4. 

7,  V/hich  variety  vdll  y»u  grov? 


^•* 


hV,   ,  f. 


Ti  -i  o"-  r 


-17- 


8.  Ho'.v  many  rov;s  vrill  you  grow? 

9.  Will  you  sow  them   all  at   one  time? 

a,   Bailey,  p.   279, 

10.  How  much  seed  v;ill  you  need? 

a.  Bailey,  p.   280. 

11.  Vf'hore  will  you  get  your  seed? 

12.  Y/hat  is  peculiar  about  the  seed  of  the  beet? 

a.  Bailey,  p.  278, 
I.*?.  T/hy  do  beet  seed  require  plenty  of  moisture  to  geminate? 

14,  Will  you  test  your  seed  before  planting? 

15,  What   kind   of  soil  is  best  for  beets? 

a.  Bailey,  p.   277, 

b.  Wickson,  p.   172. 

c.  Correspondence  Course,  Lesson  11,  p.   2,  3, 

16,  What  kind   of  soil  in  your  garden? 

17,  How  best  prepare  it  for  the  growing  of  beets? 

18,  Vftiat  climatic  and  moisture  conditions   for  the  best  growth 
of  the  beet? 

a,  Wickson,  p.   172. 

b.  Bailey,  p.   277, 

19,  When  may  you  sow  beet  seed  in  California? 

a.  Correspondence   Course,  Lesson  11,  p.   3, 

b.  \7ickson,  p.   172   (bottom). 

20,  How  sow  seed   in  the   garden? 

a,  \7ickson,  p.   172, 

b,  Bailey,  p.  280, 

21,  WheD^hould  the  beets  be  thinned? 

a.  V/ickson,  p.   173, 

22,  Y/hen  are  beets  used  for  greens? 

a.  Bailey,  p.  279, 

23,  YThat  cultivation  of  the  growing  crop  is   necessary? 

a,  Wickson,   p.   172. 

b.  Correspondence  Course,  Lesson  11,  p,  3. 

24,  Will  your  cultivation  be  deep  or  shallow?  Why? 

25,  How  often  will  you  irrigate? 

a,  Wickson,  p.  172. 

b.  Correspondence  Course,  Lesson  11,  p,  3, 

26,  T/^hy  will  you  cultivate  after  irrigation? 

27,  Y/'hen  will  you  harvest  your  beets? 

28,  How  are  boets  marketed? 

a. Correspondence  Course,  Lesson  11,  p.  4, 
b,  Bailey,  p,  279. 

29,  Y/hat  does  it  cost  to  grow  beets? 

a.  Correspondence  Course,  Lesson  11,  p.  2. 

30,  Y/hat  did  it  cost  you  to  grow  your  bo«ts? 

31,  Y/hat  did  you  receive  for  your  boots? 

32,  Why  is  it  not  worth  whilo  to  store  boots? 

33,  Y/ill  you  make  a  final  written  report? 

The  Beet  (sugar)  Project. 
A  «  References  ; 

1.  Bailey,  The  Principles  of  Vegetable  Gardening, 

2,  Wicksori  The  California  Vegetables  in  Garden  and  Field. 


-18- 


3.  Circular  No.  165,  Fundcncntals  of  Sugar  Beet  Culture  Under 
California  Conditions,  by  R.  L.  Adans  ,  College  of  Agricul- 
ture, University  of  California, 

4.  Famors'   Bulletin  Ho.   52,  The  Sugar  3cct  ,  U.  S.  Dcpt.    of 
Agriculture, 

5.  Farmers'   Bulletin  No,   392,  Irrigation  of  Sugar  Beets,  U.   S. 
Dcpt.    of  Agriculture, 

6.  Farmers'   Bulletin  No,   567,  Sugar-Bcct  Growing  Under  Irriga- 
tion, U,   S,  Dcpt.    of  Agriculture, 

7.  Famcrs'   Bulletin  No.  772,  The  Control  of  the  Sugar-Bcct 
Nematode,  U,   S.  Dcpt,   of  Agriculture, 

Questions  Outlines : 

1,  What  is  the  history  of  the  boot? 

a.  Bailey,  p,  280. 

2,  VHiat  conditions  aro  favorable  to  the  growing  of  the  sugar 
beet   in  California? 

a,  Wicks  on,  p,   174. 

b.  Circular  165,  p.   2. 

3,  Where  arc  the  sugar-beet  factories  located? 

a.    Circular  165,  p.    1. 

4,  V/hat  conditions  arc  necessary  for  the  commercial  growing  of 
sugar  beets? 

a.  Circular  165,  p,   1. 

b.  Bulletin  52,   p.    3. 

5,  What  is   the  beet-sugar  bolt  of  the  United  States? 

a.    Bulletin  52,   p.   4,   5,    (Map), 

6,  What  are  the  varieties  of  sugar  beets  grown? 

a.  Bulletin  52,  p.  8,  9,  10. 

b.  Wickson,  p.  179. 

7,  Wljat  variety  will  you  grow  and  v/hcrc  will  you  get  the  seed? 

a.  Write  to  the  manager  of  your  nearest  sugar  beet 
factory. 

8,  How  arc  beet  seed  grown? 

a.  Bulletin  52,  p.  27  ,  28. 

9,  Hov/  does  home  grown  seed  compare  with  foreign  grov/n? 

a.   Bulletin  52,  p,   29, 

10,  What  is  "single -germ"  bo©t  socd  and  why  desirable? 

a.  Bulletin  52,  p.  30, 

11,  How  much  seed  is  needed  to  plant  an  aero? 

a.  Bulletin  52,  p.  30. 

12,  Hovr  much  will  you  need  to  plant  your  plot? 

13,  V/ill  you  test  your  socd?     V.'hy? 

14,  What  is  meant  by  grov;ing  sugar  beets   "  under  contract"? 

a.   Circular  165,  p.   2,  3,  4. 

15,  V/hat  important  /actors  must  bo  considered  in  the   contract? 

a.   Circular  165,  p.  4, 

16,  How  do  you  expect  to  market  the  sugar  boots  from  your  plot; 

17,  How  largo  a  plot  v/ill  you  grow? 

18,  What   soils   arc  best    for  sugar  boots? 

a.  Circular  165.,  p.  2, 

b.  V/ickson,  p.   174,  175, 

c.  Bulletin  52,  p.   11. 


-19- 


19.  What  kind  of  soil  in  your  sugar  beet  plot? 

20.  How  will  you  fertilize  your  soil,  if  necessary! 

a.  Bulletin  52,  p.  11, 

b.  Bulletin  567,  p.  21,  22. 

21.  What  arc  the  succossivo  stops  in  tho  preparation  of  the  seod-bcd' 

a.  Circular  165,  p.  6,7, 

b.  Wickson,  p.  175, 

c.  Bulletin  567,  p.  6,  7,  8. 

22.  How  v/ill  you  prepare  tho  seedbed  in  your  plot? 

23.  When  is  the  timo  to  plant  sugar-beet  seed? 

a.  Circular  165,  p.  7 ,  8, 

24.  How  v;ill  you  plant  tho  seed? 

a.  Wickson,  p,  176, 

b.  Circular  165,  p.  9, 

25.  v;hcn  and  how  often  cultivate? 

a.  V/ickson,  p,  176,  177, 

b.  Circular  165,  p.  10. 

c.  Bulletin  52,  p.  17,  18,  19.. 

26.  V/hen  thin  the  beets? 

a.  \7ickson ,  p.  177, 

b.  Circular  165,  p.  11* 

27.  In  thinning,  vrhat  selection  of  plants  should  you  nako? 

a.  Circular  165,  p.  11, 

b.  V/ickson  ,  p.  177. 

c.  Bulletin  567,  p.  15,  16,  17. 

28.  Hov/  should  your  boots  be  irrigated? 

a.  Bulletin  567,  p.  10,  11,  12, 

b.  Circular  165,  p.  11,  12, 

29.  Y/hy  cultivate  after  irrigation  and  when? 

a.  Bulletin  567,  p.  12,  13. 

30.  T/hat  arc  some  of  the  reasons  for  crop  failure  under  irrigation? 

a.  Bulletin  392,  p.  40. 

31.  When  is  the  tino  to  harvest  the  beets? 

a.  Circular  165,  p.   13. 

b.  \7ickson,  p.   177, 

c.  Bulletin  567,  p.   19. 

32.  How  arc   sugar  beets   harvested? 

a.  Circular  165,  p,   14. 

b.  Bulletin   567,  p.   19,  20, 

33.  Why  should  there  be   crop  rotation  in  sugar  beet  growing! 

a.  Bulletin   567,  p.   20,  21, 

b.  Circular  165,  p.   15,   16. 

34i  Y/hat   is  the  Curly  Top  Disease  and  how  controlled? 
a.   Circular  165,  p.   17,  18, 

35.  VJhat   is  the  life-history  of  the  sugar-beet  ncmatodo? 

a.   Bulletin  772,  p.    3,  4,   5. 

36.  What  is  the  best  field  method  of  checking  tho  nematode? 

a.  Bulletin  772,  p,  16,  17. 

37.  Y/hat  docs  it  cost  to  grow  sugar  beets? 

a.  Circular  165,  p.  20,  21, 

38.  V/hat  was  the  cost'  of  growing  your  plot? 

39.  YThat  items  will  you  include  in  your  final  report? 


-20- 


V  -  The  Cabbage  Project . 

A  -  Ref orences : 


1.  Bailoy  ,  Tho  Principles  of  Vegetable  Gardening, 

2.  Wickson,  The  California  Vegetables  in  Garden  and  Field. 

3.  Correspondence  Course  in  Vegetable  Gardening,  by  S.  S.  Rogers, 
College  of  Agriculture,  University  of  California, 

4.  Circular  No^  130,  Cabbage  Grovdng  in  California,  by  S.  S.  .. 
Rogers,  College  of  Agriculture,  University  of  California. 

5.  Farmers'  Bulletin  No.  433,  Cabbage,  U.  S,  Dopt.  of  Agriculture, 

6.  Farmer^  Bulletin  No.  325, Cabbage  Diseases,  U,  S.  Dopt.  of 
Agriculture, 

B  •  Outline  Questions: 

'.  1.  V/hat  is  tho  early  history  of  tho  cabbago  plant? 
a.  Circular  130,  p.  2, 
2.  T^at  distinct  typos  of  cultivated  cabbage  have  boon  derived 
fron  the  \7ild  cabbage? 

a.  Circular  130,  p,  2. 
3»  What  varieties  arc  nost  comnonly  grovm  in  California? 

a.  Circular  130,  p,  3. 

b.  V/ickson,  p.  107,  188. 

4,  What  is  the  importance  of  tho  cabbage  crop  in  California? 

a,  Corrospondenco  Course,  Lesson  9,  p.  2. 

b.  T/ickson,  p.  182. 

5,  v;hat   arc  the  different  ncmbers   of  the  cabbage  fanily? 

a.  Bailey,  p.  329. 

6,  'Why  are  they  called  tho  "colo"  crops? 

7,  What  variety  of  cabbage  will  you  grow? 

8,  YThorc  will  you  get  your  eeod? 

9,  How  rauch  seed  v/ill  you  need? 

a.  Correspondonce  Course,  Lesson  9,  p.  3, 

10,  Hovr  large  a. cabbago  plot  will  .you  .grow? 

11.  ^hat  should  be  the  character  of  the  seed? 

a.  Farmers'  Bulletin  433,  p.  B. 

12,  T7ill  you  grow  your  plants  in  a  socd"bcd  or  flat? 

a.  Circular  130,  p.  6. 

b.  Correspondence   Course,  Lesson  9,  p.   3. 

c.  ViTickson,  p.   184. 

13.  V'ill  you  grov;  your  plants   in  the   op«n? 

a.  Circular  130,  p,   7, 

b.  Correspondence  Course,  Lesson  9,  p.  3. 

14,  How  will  you  move  your  plants  fron  tho  seedbed  for  the  final 
planting  in  your  plot? 

a.  Circular  130,  p.  7, 

15,  V-hat   kind  of   soil  is  suitable  for  cabbago? 

a.  1!7ickson,  p.   183. 

b.  Circular  130,  p.   5, 

c.  Farmers'   Bulletin  433,  p.   14,   15. 

16.  What   kind  of  soil  in  your  plot? 

17.  Hov/  is  soil  prepared  for  cabbago  growing? 

a.  \7ickson,  p.   185. 

b.  Circular  130,  p.   10. 

c.  Farmers'   Bulletin  433,   p.   7. 


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18.  What  things  are  you  planning  to  do  to  get  your  soil  ready  to 
grow  the  plunts? 

19.  When  will  you  begin  your  work! 

20.  liVhat  is  the  most  practical  fertilizer  for  you  to  use? 

21.  How  much  v;ill  you  nood? 

22.  Vi'hr.t  will  it  cost  you? 

23.  V/hcn  will  you  apply  it? 

24.  When  will  you  transplant  your  plants? 

25.  How  far  apart  are  cabbage  plants  ret? 

a.  V/ickson,  p.  185,  186. 

b.  Circular  130,  p.  11, 

c.  Farmers'  Bulletin  433,  p.  16. 

d.  Bailey,  p.  333  ,  334. 

26.  How  far  apart  will  you  sot  the  plants  in  your  plot? 

27.  What  special  care  must  you  observe  in  setting  out  your  plants? 

a.  Correspondence  Course,  Lesson  9,  p»  4, 

28.  What  cultivation  is  best  for  the  growing  cabbage? 

a,  \7ickson,  p.  187. 

b.  Circular  130,  p.  12, 

29.  Hov^  will  you  cultivate  your  plot? 

30.  V/hat  tools  will  you  use? 

31.  How  often  is  it  necessary  to  cultivate? 

n.  Bailey,  p.  334. 

b.  Farmers'  Bulletin  433,  p.  16. 

32.  Arc  you  willing  to  make  that  offort  for  success? 

33.  How  v/ill  you  irrigate  your  crop? 

a.  Circular  130,  p.  12,  13. 

b.  Correspondence  Course,  Lesson  9,  p.  4,  5, 

34.  Will  you  watch  your  plants  for  injurious  insects? 

35.  How  control  the  cabbage  worr.? 

a.  Circular  130,  p.  20  (important). 

b.  Farmers'   Bulletin  433,   p.   10. 

36.  Do  you  know  the   cabbage  butterfly  v;hcn  you  sec  it? 

37.  How  can  you  tell  tho  female   from  tho  nalc  butterfly? 

38.  Do  you  know  v/hat  the  cabbage  aphis   is? 

39.  How  control  the  cabbage  aphis? 

a.  Circular  130,  p.   20,  21. 

b.  Farmers'  Bulletin  433,  p.  10, 

40  What  is  the  clubroot  disease  in  cabbage  and  how  controlled? 

a.  Farmers*  Bulletin  433,  p.  10,  11, 

b.  Farmers'  Bulletin  925,  p,  9,  10. 

41,  When  will  you  harvest  your  cabbage? 

a.  Circular  130,  p.  13. 

b^  Correspondence  Course,  Lesson  9  ,  p,  5. 

c.  Farmers'  Bulletin  433,  p.  16. 

42,  V/hat  market  do  you  havo  for  your  crop? 

43,  How  is  cabbage  stored? 

a.  Circular  130,  p.  13,  14. 

b.  Farmers'  Bulletin  433,  p.  17 (illustration)  p. 20  ,21 ,22 
23, 

44,  What  does  it  cost  to  grow  cabbage? 


-22- 


Q.  Circular  130,  p.  16. 
b.  Bailoy,  p.  3c8. 

45.  Y/hat  did  it  cost  you  to  grow  your  crop? 

46,  Vhtxt   items  will  you  include  in  your  final  report? 

VI  -  Tho  Cauliflowor  Project. 

A  -  Tho  treatment  of  all  cole  crops  may  bo  compared  to  that  of  cabbage, 
Gorbctt  in  "Garden  Farming"  says:-  "Caulif lo^rcrc  iB  knov/n  to  the  botanical  world 
as  a  variety  of  cabbago,  Brassica  olcracea.  var,  bolrytis  D.  C,  Although  a 
derivative  of  the  cabbage,  it  differs  from  it  in  conformation  and  structure.  Th: 
edible  portion,  called  the  curd,  or  head,  is  compoccd  of  the  thickened  flower 
stems,  TThich  have  changed  in  size  and  appearance  under  cultivation  into  a  homo- 
genous, curdlike  mass.  In  good  strains  of  cauliflower  tho  curd  is  very  compact 
and  free  from  leaves  or  elongated  segments". 

B  -  References : 

1.  V.'ickson,  The  California  Vegetables  in  Garden  and 

Field. 

2.  Correspondence  Course  in  Vegetable  Gardening,  by  S. 

S.  Rogers,  College  of  Agriculture,  University 
of  California. 

3.  Bailey,  The  Principles  of  Vegetable  Gardening. 
C  -  Outline  Questions : 

1.  Have  you  evor  seen  cauliflower  growing? 
.   2.  What  is  the  early  history  of  tho  cauliflower? 
a.  Corrospondonco  Course,  Lesson  9 ,  p.  7. 

3,  How  'docs  the  culture  of  cauliflower  differ  from  that 
of  cabbage? 

a.  Bailey,  p.  341. 

b.  '.Vickson ,  p.  189, 

4,  What  situations  arc  best  for  cauliflower? 

a.  Wicks  on,  p.  189. 

5,  Is  your  garden  suitable  for  tho  gro\7th  of  cauli- 
flower? 

6,  If  not,  can  you  make  it  so? 

7,  What  varieties  arc  grotrn  in  California?  . 

a.  Correspondence  Course,  Lesson  9  ,  p.  8, 

b.  Wicks on,  p.  192. 

c.  Any  reliable  seed-catalogue, 

8,  What  variety  v;ill  you  grov;? 

a.  Consult  some  successful  local  grower. 

9,  Y/here  will  you  get  your  seed? 
.10.  How  much  seed  will  you  need? 

11.  H«v7  large  a  plot  of  cauliflov/er  vdll  you  grow? 

12.  Hov;  will  you  grov;  your  plants? 

a.  Y/ickson,  p.  190. 

13.  Yi'hat   are  the  soil  roquiremonts   for  cauliflower? 

a.  Y/ickson,  p.   189. 

14.  How  will  you  prepare  your  soil  for  cauliflower? 

15.  When  will  you  sot  out  your  plants? 

a,  Y7ickson ,  p.  190. 

16.  How  will  you  cultivate  cauliflower? 

a.  Some  as  cabbage. 


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17,  How  will  you  irrigate? 

a.   Some  as   cabbage, 

18,  How  much  moisture  docs   cauliflower  need? 

a,  \7ickf!on,  p.   131, 

19,  What  diaeaees  and  insect  posts  afflict  cauliflower? 

a.  Soma  as  cabbage. 

20,  What  treatment  of  the  cauliflower  is  necessary  when  it  begins 
to  head? 

a,  Wickson  ,  p.  191, 

b.  Corresp:indence  Course,  Lesson  9  ,  p,  7  ,  8, 

21,  In  wliat  condition  should  your  cauliflower  be  to  sell  well? 

22,  V/hat  have  you  learned  in  growing  your  cauliflower? 

23,  Did  you  make  any  noney? 

24,  Did  you  receive  any  pleasure  in  growing  the  crop? 

VII  -  The  Carrot  Project. 

The  carrot  belongs,  botanically,  to  the  great  fanily  Unbellif erae  ,  to 
which  also  belong  celery,  caraway  and  parsnip.  It  is  grov/n  both  as  a  field 
and  garden  crop.  Garden  culture  only  is  considered  here, 
A  -  References ; 

1,  Bailey,  The  Principles  of  Vegetable  Gardening, 

2,  V/ickson ,  The  California  Vegetables  in  Garden  and  Field. 

3,  Any  good  seed  catalogue, 
B  -  Outline  'Questions  : 

1,  How  long  has  the  carrot  been  cultivated? 

a,  Bailey,  p.  263, 

2,  To  what  cultural  class  of  plants  does  it  belong? 

a,  Bailey,  p.  240. 

3,  Have  you  ever  seen  carrots  growing? 

4,  Wnat   is  the  color  of  the  foliage? 

5,  What  is  the  color  of  the  root? 

6,  How  many  rows  of  carrots  -idll  you  grpv;? 

7,  How  nuch  seed  will  you  need? 

a,  Bailey  ,  p.  233. 

b.  Any  good  seed  catalogue. 

8,  Where  will  you  get  your  seed? 

9,  7/hat  DUst  be  the   condition  of  your  seed? 

10,  V/hat  varieties   are  grov/n  in  California? 

a,  V/ickson,  p.   198, 

11,  When  nay  carrot  seed  be  sown? 

a.  Wicks  on,  p,  196, 

b.  Bailey,  p,  281, 

12,  How  many  rov;s  of  carrots  will  you  grow? 

13,  When  did  it  last  grow  carrots? 

14,  Why  is  rotation  of  crops  advisable? 

15,  What  kind  of  soil  is  best  for  carrots? 

a.  Wickson,  p.  195, 

b.  Bailey  ,  p.  281, 

16,  What  kind  of  soil  have  you? 

17,  Will  you  grow  a  winter  or  a  sumner  crop? 


-24- 

18.  In  what  condition  must  the  soil  be  before  sowing  the  seed? 

a.  Wicks on,  p.  196. 

b.  Bailey,  p.  281, 

19.  How  will  you  prepare  your  soil  for  carrots? 

20.  How  long  does  it  take  carrots  to  mature? 

a.  Bailey ,  p.  282. 

b.  Any  good  seed  catalogue, 

21.  What  variety  will  you  grow? 

22.  How  are  the  seed  sown  in  the  ground? 

a.  Bailey,  p.  282, 

23.  How  will  you  cultivate?   ' 

24.  How  will  you  irrigate? 

25.  Will  you  try  to  grow  carrot  seed? 

26.  Is  the  carrot  an  annual  or  a  biennial? 

a.  Bailey,  p.  283. 

27.  \7hen  will  you  harvest  your  carrots? 

28.  How  did  you  market  then? 

29.  Will  you  make  a  final  written  report? 

VIII  -  The  Corn  (Sweet)  Project. 

The  cultivation  and  growing  of  sweet  corn  does  not  differ  from 
that  of  ordinary  field  corn.  It  is  not  limitsd  by  clinatic  conditions 
for  in  growing  sweet  corn  (except  by  seedsmen)  only  ininature  ears  are 
desired  for  inraediate  use  on  the  table  or  for  cauning. 
A  -  References ; 

1.  Correspondence  Course  in  Corn  Culture,  by  B.  A.  Madsrn,  College 
of  Agriculture  ,  University  of  California. 

2.  Wickson,  California  Vegetables  in  Garden  and  Field. 

3.  Bailey,  The  Principles  of  Vegetable  Gardening. 

4.  Farmers*  Bulletin  No.  414,  Corn  Cultivation,  U.  S.  Dept,  of 
Agriculture, 

5.  Farmers'  Bulletin  No. 773  ,  Corn  Growing  Under  Droughty  Condi- 
tions ,  U,  S.  Dept.  of  Agriculture. 

6.  Farmers'  Bulletin  No,  298,  Food  Value  of  Corn  and  Corn  Products, 
U.  S.  Dept.  of  Agriculture, 

B  -  Outline  'Questions. 

1.  To  what  class  of  plants  does  sweet  earn  belong? 

a.  Bailey,  p.  423. 

b.  Correspondence  Course,  Lesson  1,  p.  2, 
".2.   'What  are  the  main  types  of  corn  in  general? 

a.  Correspondence  Course,  Lesson  3,  p.  2. 

3.  What  are  th3  principal  characteristics  a'f  each  type? 

a.  Corresponifnce  Course,  Lesson  3,  p.  2,3,4,5,6,7. 

4.  How  many  of  these  six  types  have  you  seen? 

5.  How  have  the  many  varieties  of  corn  been  developed? 

a.  Corresponc'ence  Course,  Lesson  3,  p.  8. 

6.  What  are  the  varxeties  of  field  corn  suitable  for  California? 

a.  Correspondence  Course,  Lesson  3,  p.  8,  9,  10. 

7.  What  are  the  varieties  of  sweet  corn  suitable  for  California? 

a.  Corre^jpondence  Course,  Lesson  3,  p.  11,  12. 

b,  Wickson,  p.  216. 


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8.  What  variety  do  you  think  is  best  for  your  locality? 

a.  Consult  the  best  local  grower, 

9.  Where  will  you  get  your  seed? 

10.  What  ia  the  inportance  of  good  seed? 

a.  Correspond3nc9  Course,  Lesson  5  ,  p,  4, 

11.  Why  test  your  bersd  before  planting? 

a.  Coirespondence  Course,  Lesson  5,  p.  8, 

12.  When  should  you  test  your  sesd? 

a.  Correspondence  Course,  Lesson  5,  p.  8, 

13.  What  is  the  best  v;ay  for  you  to  test  your  seed? 

a.  Cyrre9po::7dence  Course,  Lesson  5,  p,  9,  10. 

14.  Hov;  large  a  plot  of  sweet  corn  will  you  grow? 

15.-  Why  should  the  shap-5  of  your  plot  be  such  that  you  can  grow  a 
number  of  short  rov/s  rather  than  one  or  two  very  long  rows? 

16.  V/ill  the  vjay   in  which  the  corn  plant  is  pollinated  help  you  to 
answer  the  above  question? 

17.  What  are  the  flowers  on  a  corn  plant? 

a.  Correspondence  Course,  Lesson  1,  p,  7,  8. 

18,  What  soil  conditions  are  best  for  corn? 

a.  Correspondence  Course,  Lesson  2,  p.  6,  7,  8, 

b.  Wickson,  p.  213. 

c.  Bailey  ,  p.  424. 

19,  What  are  the  purposes  of  cultivation  under  seni-arid  conditions? 

a.  Correspondence  Course,  Lesson  4,  p,  2, 

b.  Bulletin  773,  p.  9. 

20.  How  prepare  the  soil  for  corn  growing? 

a.  Correspondence  Course,  Lesson  4,  p.  3,  4,  5,  6. 

b.  Bulletin  773,  p.  10,  11,  12. 

21,  What  is  meant  by  "organic  matter"  in  the  preparation  of  the  soil 
for  corn? 

a.  Correspondence  Course,  Lesson  4,  p,  9,  10, 

22.  How  prepare  the  seed-bed  for  corn? 

a.  Correspondence  Course,  Lesson  5,  p,  2,  3,4. 

b,  Wickson,  p.  213, 

23,  What  things  will  you  do  to  make  the  seed-bed  of  your  plot  as 
good  as  possible? 

24,  When  will  you  plant  your  corn? 

a.  Correspondence  Course,  Lesson  6,  p,  8,  9. 

b.  Wickson,  p.  213, 

c.  Bailey,  p,  425, 

d.  Bulletin  773,  p.  12,  13, 

25.  Will  you  plant  your  corn  in  hills  or  drill  it? 

a.  Correspondence  Course,  Lesson  6,  p.  3,  4,  5, 

b,  Wickson,  p.  214, 

26.  How  deep  \"/ill  you  plant  your  corn? 

a.  Correspondence  Course,  Lesson  6,  p,  7,  8, 

b.  Wickson,  p.  214,  125,  125,  127. 

27,  What  are  the  objects  of  cultivation? 

a.  Carrespondence  Course,  Lesson  7,  p,  2,  3. 

b.  Wickson,  p.  216. 

c.  Bulletin  773,  p.  16,  17,  18, 
d.  Bulletin  414,  p.  11, 


-26- 


28.  What  tools  will  you  use  to  cultivate  your  plot? 

29.  How  often  will  you  cult  i.v8.te? 

30.  How  deep  will  you  cultj'ra.te? 

a.  Correspondence  Course,  Lesson  7,  p.  4. 

b.  Bulletin  '773,  p.  17. 

c.  Bailey  ^  p.  426, 

31.  How  will  you  irrigate  your  corn,  if  necessary? 

a.  Correspondence  Goursfi,  Lesson  7,  p.  9,  10, 

32.  When  is  the  best  time  to  irrigate? 

a.  Correspondence  Course,  Lesson  7,  p.  10,  11, 

b.  Bulletin  773,  p.  19. 

33.  V/hat  mistakes   are  made  in  irrigation? 

a.  Bulletin  773,  p.   19. 

b.  Correspondence  Course,  Lesson  7,  p.  11,  12. 

34.  V,Tiy  cultivate  after  irrigation? 

35.  How  soon  cultivate  after  irrigation? 

36.  What  kinds  of  roots  has  the  corn  plant? 

a.  Correspondence  Course,  Lesson  1,  p.  3,  4,  5, 
37  .  How  are  the  leaves  arranged  on  the  corn  plant? 
a.  Correspondence  Course,  Lesson  1,  p.  7. 

38.  What  are  nodes  and  inter-nodes  and  how  does  a  corn  stalk  in- 
crease in  length? 

a.  Correspondence  Course,  Lesson  1,  p.  5,  6. 

39.  What  is  the  ear  of  the  corn  plant? 

a.  Correspondence  Course,  Lesson  1,  p.  9,  10. 

40.  What  enemies  must  you  fight  in  grov/ing  your  sweet  corn? 

a.  Correspondence  Course,  Lesson  8,  p.  2. 

b.  Bulletin  733. 

41.  V/hich  is  the  easiest   for  you  to  conquer? 

42.  What   is  the  price  of  victory? 

43.  What   is-'the  life  history  of  the   corn-ear  \vcrn? 

a.    Correspondence  Course,  Lesson  8,  p.  7, 

44.  How  control  it? 

a.  Correspondence  Course,  Lesson  8,  p.  8, 

45.  How  are  grasshoppers  and  armjrxtrorns  controlled? 

a.  Correspondence  Course,  Lesson  8,  p.  9. 

46.  What  animal  pests  destroy  corn? 

a.  Correspondence  Course,  Lesson  8,  p.  12,  13,. 

47.  VThen  will  you  harvest  your  corn? 

48.  What  market  vrill  you  have? 

49.  Will  you  select  seed  for  next  year? 

50.  What  are  the  best  methods  of  selecting  seed  corn? 

a,  Correspnridence  Course,  Lesson  5,  p,  5,  6,  7, 

51.  What  is  the  food  value  of  corn? 

a.   BuJletin  298,   p.   26,  27,  29,   30,   31,   34,   35,   36. 

52.  What  did  you  gain  in  money  by  growing  your  sweet  corn? 

53.  Vi'hat  did  you  gain  in  knowledge? 


-27- 


IX  -  The  Lettuce  Project. 

A  -  Botanically  lettuce  is  known  as  Lactuca  sativa.   The  "vild  lettuce"  is 
known  as  Lactuca  scariola.   Corbett  gives  four  types  of  the  cultivated 
lettuce,  viz:-  Head  (or  cabbage)  lettuce,  Lactuca  capitata;  cutting  (or 
cub-leaved)  lettuce,  Lactuca  intybacea;  Cos  lettuce  (or  romaine)  Lactuca, 
Rcacaiia;  esparagub  lettuce,  Lactuca  augjustana  (little  knovn  in  this 
coLv.itry) , 
B  -  References: 

1*  Bailey,  The  Principles  of  Vegetable  Gardening. 

2.  Wickson,  The  California  Vegetables  in  Garden  and  Field. 

3.  Circular  No,  160,  Lettuce  Growing  in  California,  by  S.  S,  !,  ^  - 
Rogers,  College  of  Agriculture,  University  of  California. 

4.  Correspondence  Course  in  Vegetable  Gardening,  by  S.  S.  Rogers, 
College  of  Agriculture,  University  of  California. 

C  -  Outline  Questions, 

1.  What  are  the  salad  crops! 

a.  Bailey,  p.  356, 

2.  What  are  the  best  climatic  and  soil  conditions  for  salad  crops? 

a.  Bailey ,  p.  356. 

3.  Why  is  extra  care  necessary  in  the  growing  of  salad  plants? 

a.  Bailey,  p.  356  ,357. 

4.  What  is  a  salad  when  ready  for  the  table? 

5.  How  does  lettuce  rank  in  importance  among  the  salad  plants? 

6.  What  is  the  importance  cf  lettuce  grov/ing  in  California? 

a.  Wick=on,  p.  224. 

b.  Correspondence  Course,  Lesson  10,  p.  8,  9, 

c.  Circular  160,  p.  2. 

7.  7/here  may  it  be  gro:vn  in  the  state? 

8.  Vi^hat  are  the  FJfi"cipai  lettuce  groving  districts? 

a,  Ciicular  160,  p.   2, 

9.  V/hat  varieties  of  lettuce  are  grov/n  in  California? 

a..  Circular  160,  p.  14, 

b.  Wickson,  p.  228. 

10.  ^^hat  are  the  four  leading  varieties  in  the  State? 

a.  Circular  ISO,  p.  14,  15, 

11.  What  variety  rill  you  grow? 

12.  How  large  a  plwt  will  you  grow? 

13.  How  rnai.y  rows  will  there  be  in  the  plot? 

14.  Hu^v  much  seed  v;ili  you  need? 

15.  XSheie   v/ill  you  get  your  seed? 

16.  In  what  two  w^ays  may  lettuce  seed  be  sown? 

a.  Correspondence  Course,  Lesson  10,  p.  10, 

b.  Bailey,  p.,  357, 

c.  Circular  160,  p.  7, 

17.  What  is  the  simplest  method  for  the  farm  garden? 

a,  Wickson,  p.  225, 

18.  When  will  you  sov;  your  seed? 

19.-V/ill  you  SO"'  ther  in  a  bed  or  flat  and  then  transplant? 
20.  Hov;  is  a  seedbed  r.ade  for  growing  plants  on  a  large  scale? 
a.  Circular  160,  p.  7,  3. 


-28- 

21.  What  is  necessary  for  you  to  grov;  the  plants  you  will  need? 

22.  When  may  plants  be  transplanted? 

a.  Circular  160,  p.  8, 

23.  Will  you  sow  the  seed  directly  in  the  ground  v;here  the  crop  is 
to  grow? 

24.  If  so,  when  and  hovr  will  you  thin  out? 

25.  How  far  apart  should  lettuce  plants  stand  in  the  row? 
26^  How  far  apart  should  the  rows  be? 

27.  What  three  cultural  requirements  are  necessary  to  grow  the 
best  ].ettuae? 

a.  Circular  160,  p.  5. 

b.  EailHy,  p.  357. 

c.  Wickson,  p.  224, 

23,  What  specific  things  will  you  do  to  get  your  ground  ready  for 
the  sowing  of  the  seed? 

29,  How  will  you  irrigate  your  growing  plants? 

a.  Correspondence  Course,  Lesson  10,  p.  11. 

30,  How  can  you  tell  when  lettuce  is  ready  to  harvest? 

a,  Corresporxdence  Course,  Lesson  '^O,  p.  11,  12* 

31,  How  will  you  market  your  crop? 

32,  Has  it  paid  you  to  grow  your  lettuce? 

X  -  The  Melon  (also  Cucumber)  Project. 

A  -  For  convenience  the  watermelon  ,  nusknelon  and  the  cucumber  are  all  in- 
cluded in  a  single  project.  Bailey  says:  "There  are  no  fundamental  differences 
in  the  cultivation  of  the  various  cucurbitous  crops.  They  are  all  very  tender 
to  frcst  and  they  usually  gr.iw,  at  least  in  the  north,  till  overtaken  by  frost 
or  disease".  The  ivatermelon  is  Citrullus  vulgaris ,  a  native  of  Africa.  The 
nuskneion  is  Cue  urn  is  Mel£,  a  native  of  Southern  Asia.  The  Cucuuber  is  Cucuais 
£iili.Yj?.2. f  ^  native  of  southern  Asia.  They  are  all  members  of  the  great  group 
Gucurbitaceae, 

B  -  References ; 

1.  Bailey,  The  Principles  of  Vegetable  Gardening, 

2.  Wickson,  The  California  Vegetables  in  Gf.rden  and  Field. 

3.  Correspondence  Course,  Vegetable  Gardening,  by  S.  S.  Roger?  , 
College  of  Agriculture,  University  of  California. 

C  -  Outline  Questions, 

1,  To  v;hat  cultural  class  of  plants  do  the  melons  belong! 

a^  Bailey,  p.  241. 

2,  \7hat  is  the  early  history  of  the  r.elon? 

a.    Correspondence  Course,  Lesson  8  ,  p.   8. 

3,  What  is  the  early  history  of  the  cuoij^ber? 

a.   Correspondence  Course,  Lesson  12,  p,   8. 
4*  What  is  the  ir^portance  of  the  melon  crop  in  California? 

a.  Correspondence  Course,  LessonS,  p,   9, 

b.  Wickson  ,,p.    229. 

5,  What  is  the  importance  of  the  cucumber  crop  in  California? 

a.  Correspondence  Course,  Lesson  12,  p.  9, 

b.  Wickson,  p.  220. 

6.  What  are  the  general  soil  and  climatic  requirements  for  the 
melon  plants  ? 

a.  Bailey,  p.  411,  412. 


-29- 


7.  What  are  the  cultural  requirements  for  melons? 

a.  Correspondence  Course,  Lesson  8,  p.  10. 

8.  V/hat  are  the  cultural  requirements  for  the  cucumb'br? 

a.  Correspondence  Course,  Lesson  12,  p.  9, 

b.  Wickson,  p.  220. 

9.  Are  the  melon  crops  grown  in  drills  or  in  hills! 

10.  How  many  hills  of  each  v/ill  you  grew? 

11.  What  are  the  varieties  of  cucumbers? 

a,  V/ickson,  p.  221, 

b.  Correspondence  Course,  Lesson  12,  p.  9, 

12.  ■'^^jat  are  the  varieties  of  muskmelons? 

a.  Wickson,  p.  234,  235. 

13.  Vifhat  are  the  varieties   of  watermelons? 

a.  Wickson,   p.   238. 

14.  What  variety  of  cucumber  v/ill  you  gro'v? 

15.  What  variety  of  uuskmelon  vdll  you  grow? 

16.  '^■Ilcist   variety  of  watermelon  will  you  grew? 

17.  Hot?'  much  seed  will  you  need  of  each? 

13.  What  kind  of  soil  and  preparation  for  cucumbers? 
a,  Vfickson,  p.  219, 

19.  What  kind  of  soil  and  preparation  for  muskmelons? 

a.  Wichson,  p.  230. 

20.  VJhat   kind  of  soil  and  preparation  for  rratermelons? 

a.  V/ickson,  p.   236. 

21.  How  are  m.elons  planted? 

a.  Correspondence   Course,  Lesson  8,  p.   10, 

b.  Wickson,  p.   237. 

22.  How  are  cucumbers  planted? 

a.  Wickson,  p.  219, 

23.  When  is  the  best  time  to  plant  melon  and  cucumber 
seed  in  your  locality? 

a.  Ask  your  most  successful  local  grovrer, 

24.  Is  irrigation  needed  for  melons? 

a.  Correspondence  Course,  Lesson  3,  p. 11. 

b.  vjickson,  p.  234. 

25.  Hov/  will  you  irrigate,  if  necessary? 

a.  Correspondence  Course,  Lesson  8,  p.  11 
(bottom  of  page). 

b.  v;ickson,  p.  233, 

26.  Why  i"ill  you  cultivate  your  vine  crops? 

27.  Ho'-.'  v.'ill  you  cultivate  them? 

28.  What  r.ethods  of  cultivation  does  the  most  successful 
gro''"'er  in  your  locality  use? 

29.  What  tools  will  you  use  in  cultivation? 

30.  Hov/  often  will  you  pick  the  cuour.;bers? 

31.  When  is  the  best  time  to  harvest  melons? 

a.  Correspondence  Course,  Lesson  8,  p.  12. 

32.  How  can  you  tell  when  a  watermelon  is  ripe? 

a.  Bailey,  p.  418. 

33.  Hov;  v;ill  you  m.arket  your  crop? 

34.  What  do  you  consider  has  been  the  value  of  your  celon 
project  to  you? 


-30- 

XI  -  The  Onion  Project. 

A  -  The  project  is  linited  to  the  growing  of  onions  from  seed  so^vn  in  the 
place  where  the  onions  are  to  grow.  The  onion  is  a  bulb  and  belongs  to  the  sar,:e 
class  as  the  lilies.  Gorbett  in  "Garden  Farming"  says: 

"1.  There  is  a  general  class  of  onions  which  produce  normal  blac^k  seecl 
from  -which  bulbs  varying  in  size,  color,  shape  and  flavor  may  be 
produced.  This  constituted  the  grtat  commercial  class  of  onions 
grown  from  seed  sown  in  place  or  sown  in  seed-beds  and  transplanted 
to  the  field. 
"2,  There  is  a  second  class  of  oniona  that  normally'  rep'^'oc'.uce  them- 
selves by  segregation  of  the  bulbs  ,  somewhat  in  the  same  nannor  ao 
garlic.  This  is  the  multiplier  group.  The  potato  onion,  which 
belongs  to  this  class ,  is  quite  hardy  ,  requiring  only  a  good  mulch 
as  a  winter  covering.  It  forms  the  stock  for  the  toain  fall-planted 
crop  grown  for  early  bunchers  at  the  North. 
"3.  A  third  class  is  also  a  set,  or  m.ultiplier;  but,  instead  of  produc- 
ing its  increase  by  the  breaking  up  of  the  mother  bulb,  a  stalk 
corresponding  to  the  blossoa  stalk  in  the  common  onion  is  produced, 
on  top  of  which  is  forr.ed  a  cluster  of  bulblets  instead  of  the  nor- 
mal blossoms  and  seed," 
B  -  References ; 

1,  Bailey,  The  Principles  of  Vegetable  Gardening, 

2,  Wickson,  The  California  Vegetables  in  Garden  and  Field. 

3,  Correspondence  Course  in  Onion  Culture,  by  S.  S.  Rogers,  College  of 

Agriculture,  University  of  California, 

4,  Farmers'  Bulletin  No.  354,  Onion  Culture,  U.  S.  Dept,  of  Agricul- 
ture. 

C  -  Outline  Questions: 

1,  "/hat  are  the  different  members  of  the  onion  family? 

a.  Bailey,  p.  314. 

b.  VJickson,  p.  240. 

2,  Which  of  these  have  you  seen  growing? 

3,  V/hat  do  you  know  of  the  history  of  the  onion? 

a.  Correspondence  Course,  Lesson  1,  p.  2. 

b.  Farmers'  Bulletin,  No.  354,  p,  5. 

4,  To  what  class  of  plants  does  the  onion  belong? 

a.  Bailey ,  p,  314. 

b.  Farmers*'  Bulletin  354,  p,  5. 

5,  What  is  the  importance  of  the  onion  crop  in  th  United  States? 

a.  Farmers'  Bulletin  354,  p,  5,  6. 

6,  V/hat  is  the  importance  of  the  onion  crop  in  California? 

a.  Wickson,  p.  240,  241. 

7,  What  are  the  varieties   of   onions  suitable  to  California? 

a,  Wickson,  p,   250. 

b.  Correspondence  Course,  Lesson  1,  p.  4. 

8,  What  are  the  colors  included  in  the  varieties? 

9,  Does  the  color  of  the  onion  affect  its  taste? 

10,  Which  color  do  you  prefer? 

11.  What  are  the  principal  yellow  varieties? 

12.  What  are  the  principal  white  varieties? 

13,  What  are  the  principal  red  varieties? 


-31- 


14.  What  two  varieties   constitute  the  main  part   of  the  California  pro- 
duct? 

a.  V/icksDn,  p.   250  (bottom), 

15.  Which  variety  v;ill  you  grovr  from  seed? 

16.  Hovr  many  rov/s  xvili  you  grow? 

17.  How  long   is   each  row? 

18.  How  nuch  aeed  wiii  you  need? 

a.   Eailey,  p.   326, 

19.  Where  will  you  get  your  seed? 

20.  Why  is  it  ir.po.-tant  to  have  good  seed? 

a,  Bailey,  p,  321,  322. 

21.  Why  and  how  test  your  onion  seed? 

a.  Correspondence  Course,  Lesson  1,  p.  5. 

22.  What  kind  of  soil  is  best  suited  to  grow  onions? 

a.  IVickson,  p.  241. 

b.  Correppo'idence  Course,  Lesson  1,  p.  2, 

c.  Farmers'  Bulletin  354,  p.  7,  8. 

23.  What  is  the  condition  of  your  soil? 

24.  How  prepare  soil  for  growing  onions? 

a.  Wicks on,  p.  243, 

b.  Correspond ence  Course,  Lesson  1,  p«  7,  8. 

c.  Farmers'  Bulletin  354,  p.  9,  10,  11. 

25.  What  particular  things  \7ill  you  do  to  prepare  your  plot? 

26.  VJhat  tools  will  you  need? 

27.  When  will  you  begin  work?' 

28.  What  crops  did  your  soil  grow  last  year? 

29.  Will  you  need  to  fertilize  your  soil? 

30.  What  fertilizsrs  are  used  for  growing  onions? 

31.  What  is  the  value  of  stable  manure? 

a.  Correspondence  Course,  Lesson  2,  p.  3,  4. 

b.  Farmers'  Bulletin  354,  p.  11,  12. 

32.  What  is  the  value  of  coi^mercial  fertilizers?  * 

a.  Correspondence  Course,  Lessen  2 ,  p.  4. 

b.  Farmers'  Bulletin  354,  p.  12. 

33.  XJhat   is  a  good  fertilizer  "formula"  for  onion  growing? 

a.  Correspondence  Course,  Lesson  2,  p.  5. 

b.  Farmers'  Bulletin  354,  p.  13. 

34.  When  is  the  best  time  te  apply  commercial  fertilizers? 

a.  Correspondence  Course,  Lesson  2,  p.  6. 

b.  Farmers'  Bulletin  354,  p.  13. 

35.  What  is  the  most  practical  thing  for  you  to  do  to  enrich  your  soil 
for  onion  growing? 

36.  When  will  you  plant  your  seed? 

a»  Wickson,  p,  243, 

b.  Correepon-Ience  Course,  Lesson  2,  p.  6,  7, 

c.  Farriers'  Bulletin  354,  p.  14, 

37.,  What  are  important  things  in  planting  onion  seed? 

a.  Wickson,  p.  243,  244- 

b.  Correspondence  Course,  Lesson  2,  p.  7,  8. 

c.  Farmers*  Bulletin  354,  p.  14,  15. 


-32- 


38.  VJhat  must  be  the  character  of  the  cultivation? 

a.  Wickson,  p.  244. 

b.  Correspondence  Course,  Lesson  2,  p.  8,  9. 

c.  Farmers'  Bulletin  354,  p.  17  ,  18  ,  19. 

39.  What  tools  will  you  use  in  cultivation? 

40.  When  and  how  will  you  thin  your  onions? 

41.  V/hat  is  the  best  way  of  irrigating  your  onions  ,  if  necessary? 

a.  Correspondence  Course,  Lesson  2,  p.  9, 

42.  Do  onions  need  much  water? 

43.  T/hen  and  why  cultivate  after  each  irrigation? 

44.  What  is  the  disease  "Downy  L'ildew"  and  its  control? 

a.  Correspondence  Course,  Lesson  5,  p.  4, 

b.  Fanners'  Bulietxn  354,  p.  34,  35. 

45.  VJhat  is  onion  "snut"  and  how  controlled? 

a,  Farr.ers  *  Bulletin  354,  p.  33,  34. 

b.  Correspondence  Course,  lesson  5,  p,  5. 

46.  TThat  is  the  oiiion  thrips? 

a.  Correspondence  Course,  Lesson  5,  p.  6, 

47.  "Jhat  is  a  good  spray  for  the  control  of  the  thrips? 

a.  Correspondence  Course,  Lesson  5,  p.  7, 
43,  How  are  cut\vorms  controlled? 

a.  Correspondence  Course,  Lesson  5,  p.  7,  8, 

49.  Ho"'  will  you  know  when  to  harvest  your  onions? 

a.  Wickson  ,  p.  248. 

b.  Correspondence  Course,  Lesson  3.  p.  2. 

50.  What  are  the  successive  steps  in  harvesting  onions? 

a.  Wickson,  p.  243. 

b.  Goi-respondence  Course,  Lesson  3,  p.   2,  3,  4. 

c.  Farr.ers'   Bulletin  354,  p.   ZL,  22,  23. 

51.  What  care  should  be  observed  in  storing  onions? 

a.  Correspondence  Course,  Lesson  3,  p.  4,  5,  6, 

b.  Parciers'  Bulletin  354,  p.  24,  25,  26, 

52.  7/hat  narket  have  you  for  your  onions? 

53.  How  will  you  grade  then  for  market? 

54.  What  has  it  cost  you  to  grow  your  onions? 

55.  V/hat  itens  vail  you  nclude  in  your  final  report? 


XII  -  The  Pea  Pro.loc-! 
A  -  References ; 


1.  Bailey,  The  Principles  of  Vegetable  Gardening. 

2.  Wickson,  The  California  Vegetables  in  Garden  and  Field, 

3.  Correspondence  Course  in  Vegetable  Gardening,  by  S.  S.  Rogers, 
College  of  Agriculture,  University  of  California. 

Out  line;' Quest  i  ons : 

1,  To  what  cultural  class  of  plants  does  the  pea  belong? 

a.  Bailey,  p.  241. 

2,  V/hat   is  the   history  of  the  pea? 

a,  Bailey ,  p.    332. 

b.  Correspondence  Course,  Lesson  11,  p.  6. 

3,  What  three  kinds  of  peas  are  grown? 

a,  Bailey  ,  p.  382. 

4,  ■'.'/hat  varieties  of  peas  are  grovm  in  California? 

a.  Wickson,  p.  256,  257. 


-33- 

5.  Wiich  of  these  varieties  have  you  seen  growing? 
■^6,  How  important  is  the  growing  of  peas  in  California? 

a.  Correspondence  Course,  Lesson  11,  p.  7. 

b.  Wickson,  p.  304. 

7,  What  variety  will  you  grow  in  your  garden? 

8,  Kow  many  rtws  will  you  grow? 

9,  Hov/  much  seed  will  you  need? 

a.  Bai]ey,  p,  382. 

b.  Any  good  seed  catalogue 

10.  What  kind  of  soil  is  best  for  peas? 

a.  Wickson,  p.  254. 

b.  Bailey,  p.  381. 

c.  Correspondence  Course,  Lesson  11,  p,  7, 

11.  What  kind  of  soil  in  your  garden? 

12.  How  can  you  improve  it  for  peas? 

13.  When  will  you  plant  your  peas? 

a.  Wickson,  p.  255, 

bt  Correspondence  Course,  Lesson  11,  p.  8. 

14.  How  will  you  plant  them? 

a.  Bailey,  p.  382. 

b.  V/ickson,  p,  255, 

c.  Correspondence  Course,  Lesson  11,  p.  8, 
15*  How  will  you  cultivate  your  crop? 

a.  Correspondence  Course,  Lesson  11,  p.  8. 

b,  Wickson,  p.  254. 

16.  What  climatic  conditions  are  beet  for  peas? 

a,  Bailey,  p.  380. 

b,  Wickson,  p.  253. 

c,  Correspondence  Course,  Lesson  11,  p,  7, 

17.  How  often  will  you  irrigate  your  peas?  • 

18.  Hov;  control  the  mildew  on  the  vines? 

a.  Correspondence  Course,  Lesson  11,  p.  9. 

19.  How  control  the  aphis? 

a.  Correspondence  Course,  Lesson  11,  p,  9. 

20.  VThat  is  meant  by  a  leguminous  plant? 

21.  Is  the  pea  a  "legume"? 

22.  Why  is  a  pea  called  a  "pulse"  crop? 

23.  How  can  you  tell  when  to  harvest  your  peas? 

24.  What  will  you  do  with  y»ur  crop? 

25.  How  are  peas  scld? 

26.  r*'hat  was  the  cost  of  your  labor  and  the  seed  in  growing  your 
crop? 

27.  How  much  money  did  you  receive? 

28.  What  items  of  special  interest  will  you  include  in  your  final 
report? 

XIII  -  The  Potato  Project. 

A  -  The  potato  -  and  other  vegetables  to  a  greater  or  less  extent  -  permits 
of  two  kinds  of  projects.  First,  the  "productive"  project,  the  growing  of  the 
best  yield  possible  of  marketable  potatoes  and  the  marketing  of  the  same  at  the 
best  price.  Second,  the  "improvement"  or  "experiment"  project  by  seed  selection. 
ste,,  to  get  abetter  type  of  potatoes.  The  "growing"  or  "productive"  project 


■:.%:-l-^" 


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-34- 

is  completed  in  a  single  season.  The  "improvement"  or  "experiment"  project  re- 
quires several  seasons  and  is  a  most  valuable  exercise.  As  in  the  case  of  the 
bean ,  the  project  in  area  may  be  a  fev^  rows  in  the  garden  or  an  half  acre  or 
vacant  l«t  cultivated  under  regular  field  conditions.  Suggestive  outlines  on 
both  the  "productive"  and  "experiment"  potato  projects  here  follow. 
B  -  References : 

1.  Circular  No,  161,  Potatoes  in  California,  by  J,  W,  Gilmore ,  College 
of  Agriculture,  University  of  California, 

2.  Correspondence  Course  in  Vegetable  Gardening,  by  S.  S,  Rogers,  Col- 
lege of  Agriculture,  University  of  California, 

3.  Wickson,  California  Vegetables  in  Garden  and  Field, 

4.  Bailey,  The  Principles  of  Vegetable  Gardening, 

5.  Farmers'  Bulletin  No.  35,  Potato  Culture,  U.  S.  Dept.  of  Agriculture, 

6.  Farmers'  Bulletin  No,  386,  Potato  Culture  in  Irrigated  Farms  of  the 
West,  U,  S.  Dept.  of  Agriculture, 

7.  Fanners'  Bulletin  No.  407,  The  Potato  as  a  Truck  Crop,  U.  S.  Dept.  of 
Agriculture, 

3.  Farmers •  Bulletin  No.  533,  Good  Seed  Potatoes  and  How  To  Produce  Ther;., 

U.  S.  Dept,  of  Agriculture. 
9,  Farmers'  Bulletin  No.  557,  The  Potato-Tuber  Moth,  U,  S.  Dept,  of 
Agriculture, 
10,  Farmers'  Bulletin  No,  347,  Potato  Storage  and  Storage  Houses,  U.  S, 
Dept,  of  Agriculture, 
C  -  Outline  Questions  in  th'S  "Productive"  Potato  Project. 

1,  Who  grows  the  best  potatoes  in  your  district? 

2,  What  varieties  of  potatoes  does  he  grow? 

3,  What  are  the  best  soil  conditions  to  grow  potatoes? 

a,  Cirou?i.ar  161,  p.  1. 

b,  Correspondence  Course,  Lesson  6,  p,   3* 

c,  TJicksor  ,  p.   265. 
M.  Bailey,  p.   301. 

e.   Bulletin  No.    35,  p.    3, 

4,  How  prepara  the  s&il  for  best  results? 

a.  Circular  161 ,  p .  2 . 

b.  Cori  e.^ipcndence  Course,  Lesson  6  ,  p,  4, 

c.  Wickson,  p.  44,  45,  46, 

d.  Bulletin  No,  35,  p.  4. 

e.  Bulletin  Noi  386,  p,  5. 

5,  Hov  does  the  best  grov^er  in  your  district  prepare  his  soil? 

6,  Will  you  visit  him  and  ask  him  some  questions? 

7,  What  questions  will  you  ask? 

8,  Hov  large  a  plot  of  ground  will  you  grow  to  potatoes? 

9,  What  vas   grovrn  on  it  last  year? 

10.  What  things  will  you  do  to   get  the  best  possible  seed-bed? 

11,  When  will  you  begin? 

12^  When  will  you  begin  to  consider  the  seed  you  will  plant? 
13.  What  varieties  grow  well  in  your  Iccality  and  in  California? 

a.  Circular  161,  p,  7,  8. 

b,  Ccrrespondence  Course,  Lesson  6,  p,  11, 

c,  Wickson ,  p.  269, 

d.  The  best  local  grower  9f  potatoes'; 


-35- 


14.  What  constitutes  good  seed  potatoes? 

a.  Bulletin  No.  533,  p.  6. 

15.  How  will  you  prepare  the  seed  for  planting? 

a.  Circular  161,  p.  2,  3,  4. 

b.  Correspondence  Course,  Lesson  6,  p,  6, 
■c.  Wickson,  p.  266. 

d.  Bulletin  35  ;  p,  8,  9. 

e.  Bulletin  386,  p,  7. 

f.  Bulletin  407,  p.  13,  14. 

g.  Bailey,  p,  304,  305. 
h.  Bulletini..  533,  p.  10. 
i.  Your  best  local  grower, 

16.  When  Weill  you  plant  your  potatoes? 

a.  Circular  616,  p.  4, 

b.  Correspondence  Course,  Lesson  6,  p.  5, 

c.  VJickson,  p.  264,  265, 
d. Bailey ,  p.  301, 

17.  V/hat  constitutes  good  cultivation  of  potatoes? 

a.  Circular  161,  p.  5. 

b.  Correspondence  Course,  Lesson  6,  p.  8. 

c.  ■'.Vicks on,  p.  266. 

d.  Bailey,  p.  302, 

e.  Bulletin  386,  p.  7. 

f.  Bulletin  407,  p.  16,  17. 

g.  Bulletin  35,  p.  18,  19:. 

18.  If  necessary  to  irrigate  your  potatoes  ,  hov/  will  you  do  it? 

a.  Circular  161,  p.  5. 

b.  Correspondence  Course,  Lesson  5,  p.  7. 

c.  V.'ickson,  p.  267, 

d.  Bulletin  386,  p.  8. 

e.  Practice  of  best  local  grower. 

19.  To  what  class  of  plants  does  the  potato  belong? 

20.  What  other  plants  do  you  knov;  that  belong  to  the  same  family? 

21.  What  characteristics  have  they  in  common? 

22.  V.Tiat  kind  of  stem  and  leaf  has  the  potal^o  plant? 

23.  What  kind  of  flovi'er  has  the  potato  plant? 

24.  Have  you  ever  seen  any  potato  "seed"? 

25.  What  is  the  history  of  the  potato? 

26.  Hov  will  you  protect  the  potato  plants  from  insect  enemies  and 
diseases? 

a.  Circular  161,  p.  5,  6,  7, 

b.  Correspondence  Course,  Lesson  6,  p.  11,  12,  13. 

c.  Bailey ,  p.  304. 

d.  Bulletin  557,  p.  1,  2,  3. 

e.  Bulletin  407,  p.  13  and  17,  18. 

27.  When  and  how  v;ill  you  harvest  your  potatoes? 

a.  Correspondence  Course^;  Lesson  6,  p.  9,  10, 

b.  Wickson,  p.  268. 

c.  Bulletin  407,  p.  20,  21. 

28.  How  will  you  store  and  market  yodr  potatoes? 


-35- 

a.  Wickson,  p.  268, 

b.  Correspondence  Course,  Lesson  6,  p.  10, 

c.  Bulletin  336,  p.  9,  10, 

d.  Bulletin  407,  p,  22,  23,  24. 

e.  Bulletin  847,  p.  9,  12,  16. 

29.  What  itens  enter  into  the  cost   of  grov/ing  potatoes! 

a.  Circular  161,  p.    8, 

b.  Correspondence  Course,  Lesson  6,  p.  3. 

30.  V/hat  has  it  cost  you  to  grow  your  plot  of  potatoes! 

31.  What  mistakes  have  you  made  in  the  management  of  your  project! 

32.  \7hat  items  will  you  include  in  your  final  written  report! 

a.  Bulletin  35,  p.  21,  22,  23. 

33.  How  will  you  prepare  an  exhibit  of  your  potatoes  for  the  local  fair": 
D  -  Outline  Questions  in  the  "Improvement"  or  "Experiment"  Potato  Project. 

1,  Do  you  know  what  is  meant  by  plant  improvement! 

2,  Do  you  know  of  anyone  \7ho  has  improved  plants! 

3,  V/hat  are  some  of  the  things  that  v;ere  done! 

4,  Hew  v;as  the  Burbsnk  potato  produced! 

5,  What  is  meant  by  a  "good  environment"  for  a  plant  that  is  to  b« 
improved! 

6,  How  large  a  plot  of  ground  will  you  have  for  your  "improvement" 
potato  project! 

7,  What  climatic  conditions  v/ill  you  consider  for  your  "improvement" 
work! 

8,  What  soil  conditions  will  you  study  to  make  the  best  possible  home 
for  the  potato  plants  you  vdll  try  to  improve! 

9,  What  will  you  do  to  secure  your  first  or  "foundation"  seed  to  grow 
the  potato  plants  you  expect  to  improve! 

a.  Bulletin  533,  p.  6  (Very  important). 

b.  Ask  some  local  gro^'/er  who  has  made  som.e  improvement  by  this 
first  seed  selection, 

10.  Do  you  knc-'-  ".'hat  is  meant  by  the  "Tuber-Unit  Llethod"  of  developing 
high-grade  seed  potatoes!/ 

a.  Bulletin  533,  p,  11.   (Also  very  important). 

11.  Will  you  make  a  record  by  a  photograph  or  "/ritten  description  of  the 
best  tubers  you  have  selected! 

12.  Why  will  this  record  be  valuable  when  you  harvest  the  first  potatoes 
from  your  improvment  plot! 

13.  Will  you  draw  a  diagram  of  your  improvment  plot  so  you  may  know 
what  particular  hills  are  growing  from  a  particular  tuber  seed! 

14.  What  is  meant  by  "seed  selection  from  productive  plants!" 

15.  What  is  meant  by  the  "Hill -Selection  l.;ethod"  of  securing  good  seed 
potatoes!  Bulletin  533,  p.  12  (important), 

16.  HovT  will  you  make  your  "hill-selection"! 

17.  How  v;ill  you  select  seed  for  the  second  year  improvement  plot! 

18.  What  are  the  requirements  for  success!  Bulletin  533,  p.  6,  p.  16, 
(lm.portant), 

19.  What  records  ^'dll  you  keep  of  individual  potatoes  ,  of  particular 
hills  ,  of  entire  plot  in  general! 


-37- 


XIV  -  The  Radisii  Pro  jert . 
A  -  References ; 

1.  Be.iley ,  The  Principles  of  Vegetable  Gardening. 

2.  Wickson,  The  California  Vegetables  in  Garden  and  Field. 
B  -  Outline  Questions, 

1.  What  are  the  three  general  types  of  radishes? 

a.  Bailey,  p.  273,  274. 

2.  Which  of   these  have  you  seen  grovdng? 

3.  What  is  the  history  of  the  radish? 

a.  Eailey,  p,   276 » 

4.  What  varieties   of  radishes   are  groijm  in  California? 

a,  Wickson,  p.   275. 

b.  Any  good  seed  catalogue. 

5.  What  varieties  will  you  grow? 

6.  Will  you  grow  'winter  as  well  as  spring  radishes? 

7 .  How  Kany  rows  will  you  grov/? 

8.  How  rauch  seed  will  you  need? 

a.  Bailey,  p.   276, 

b.  Any  good  seed  catalogue, 

9.  How  often  will  you  sow  the  seed? 
10.  VJhat  iij  meant  by  seed  selection? 

a,   Eailey,  p.   275. 
11..  Will  it  pay  you  to  take  time  to  select  your  seed? 

12,  What  is  meant  by  growing  the  radish  as  a  companion  crop? 

a.  Bailey ,   p.    274. 

b.  Wickson ,   p.   275, 

13,  What  are  the  prir.e   considerations   in  growing  radishes? 

a.   Bailey,  p.   273. 

14,  What   kind  of  soil  is  best   for  radishes? 

a.  Wickson,   p.   274. 

15,  How  will  you  pat  your  soil  in  good  condition? 

a.  Wickson,  p.  274, 

16,  How  will  you  sov  your  radish  seed? 

a,  Bailey  ,  p.  276. 

b.  Any  good  seed  catalogue, 

17,  How  will  you  cultivate! 

18,  Will  you  irrigate? 

19,  Did  you  ever  see  the  flower  of  the  radish  plant? 

20,  Kow  can  ycu  grov/  radish  seed? 

a,   Bailey,   p.   276. 

21,  How  control  the  root  maggot? 

a.  Bailey ,  p.  275. 
22„  How  are  radishes  prepared  for  the  narket? 

23,  How  many  bunches  did  you  sell? 

24,  In  what  ways  has  the  growing  of  radishes  been  worth  your  v/hile? 

^^  *  IhS.  3.}lh'B''Jl   Project. 
A  -  R€u"ei-crc«L" : 

1,  Bailey,  The  Principles  of  Vegetable  Gardening. 

2,  Wickson,  The  California  Vegetables  in  Garden  and  Field. 

3,  Circular  Feb.  ,  1918-  Spinach  Growing  in  California,  by  S,  S.  Rogers 
College  of  Agriculture,  University  of  California. 


-38- 


B  -  0-.-tline  Questions. 

i.,     V'hab  is   the  impoi'tance   of  spirach  growing  in  California? 
a.   Circular   -•  Spinach  'rtovnng,  p.    1„ 

2,  V/hen  can  it   be  gro.vn  in  California? 

a.  V/ickpon.   p.   260, 

3,  To  what  cuj-tarai  class  of  piante  does  spinach  belong! 

a.  Baiisy ,  p,  241. 

4,  Vlhat  is  the  botanical  classification  of   spinach? 

a.   Bailey,  p.   350. 

5,  What  kind  of   ecil  is  beat  suited  to  spinach? 

a.  Circular   -  Sp:Lnach  Growing,  p.   2, 

b,  Jfickson     p.    281. 

6,  V/hat  moisture  and  oliir.atic  coiiditions  most   favorable? 

a.  Circular  -  Prlnach  C-rov.dng,  p»   2, 

b.  WruckBon,  p.  280. 

7,  What  vai'isties    of   spinach  are  grown? 

a.  Circular,  Spliiaou  'Jr  owing ,  p.    3. 

b.  Wxckson,  p.   281. 

c.  Bailey,  p.    350. 

8,  V/hat  is  said   of  the  Ke'v  Zealar-d  spinach? 

a.  vVicKoon,  p.   231. 

b„   Bailey,  p,   3r)0 ,    (bottou), 

9,  How  prepare  the  soil  for  spinc-.ch  growing? 

a.  Circular   -  Spinach  Grov/ing  -  p.   2. 

b.  Bailey,  p.    34R, 

10.  \7hen  is   a  pood  time  to  plant   spinach  seed  in  California? 

a.  Circular  -  Spinach  Gro'ving   -  p.   2. 

b.  Wickjon,  p.   230. 

11.  Which  variety  of  spirach  will  you  grow? 

12.  How  nuch  -vill  you  grew? 

13,  'How  much  seed  will  you  need? 

a,  Bailey,  p.  350, 

b.  Any  good  soed  catalogue, 

14,  How  will  you  sow  your  seed? 

a.  Circular  -  Spinach  Growing,  p.  2,  3. 

b.  Bailey ,  p.  350. 

15,  V/hat  cultivation  is   required   in  the  grov/ing  of  spinach? 

a.  Circular  -  Spinach  Growing,  p.  3, 

16.  Hovr  ivill  you  cultivate  your  crop? 

17,  'Jill  you  irrigate  your  plants? 

18,  How  is  spinach  harvested? 

a.  Circular  -  Spinach  Growing,  p.  2. 

19.  Can  you  pick  off  the  leaves  v/ithout  cutting  down  the  plant? 

20.  ''^ill  the  leaves  grow  out  again? 

21,  What  items  will  you  include  in  your  report? 

XVI  -  The  Squash  (also  Pumpkin)  Project. 

A  -  The  cultural  requirements  of  these  two  vegetables  are  quite  similar. 
Often  the  question  is  asked,  "T/hat  is  the  difference  between  a  pimpkin 
and  a  squash?"  Botanically,  Corbett  in  his  "Garden  Farming"  classifies 
the  squash  family  as  follows :   "The  important  varieties  of  the  garden 
squashes  belong  to  three  species,  which  as  knovm  as  Cucurbit a  maxima. 
Cucurbita  pepo  and  Cueurbita  moschata.  Of  these  ,  the  first  ,  Cucurbita 


-39- 

racxicn^,  is  perhaps  the  most  inportant.     To  this  belong  the  "long-keeping"  vari'^ 
etie-  ,  vrhich  are  richest  and  fi.iest  in  flavor.     Next  to   it  in   importance  froa  tJi 
market  gardener's  standpoint  is   Cucurbit  a  pepo;  to  this  species  belong  the  seal.-' 
lop,  bush,   or  suniner  squash,  the   field  punpkin  of  the  north^  and  the  cjrtiin^   ol 
the  south.      Of  the  so-called  Bujnt;er  squash,   or  Cucurbr.ta  pepo  .  there  are  a  num- 
ber of  types  ,  the  nost   important   of  which  are  the  sunmer  crookneck  and  the 
scallop  and  pattypan  squashes,  also  called  cymlings. 

The  third  type   is  the  Canada  crookneck,  Cucurbita  poschata.     The 
noschota  group  is  chiefly  valv;able  for  its  use  as   a  pie   filling.      It  is   also 
kno".-.i  as  the  pie  puLipkin", 
B  -  References: 

1.  Eailey,"The  Principles    of  Vegetable  Gardening, 

2.  T;7ickson,  The  California  Vegetables   in  Garden  and  Field, 

3.  Correspondence   Course  in  Vegetable  Gardening,  by  S.  S,  Rogers, 
College  of  .'\griculture ,  University  of  California. 

C   -  Outline  Questions. 

1,  To  what   cultural  class   of  plants  does  the  squash  belong? 

a.  Bailey,  p.  241-242, 

2,  What  is  the  importance  of  the  squash  and  pumpkin  in  California! 

a.  Correspondence  Course,  Lesson  14,  p,  2,3, 

b.  Wicks  on,  p^  232, 

3,  iIThere  nay  they  be  grown  in  California? 

4,  What  varieties  of  the  squash  are  grovm? 

a.  Correspondence  Course,  Lesson  14,  p.  3,4. 

b.  Wickson,  p.  285. 

5,  V7hat  varieties  of  pui:.pkin  are  grown? 

a.  Correspondence  Course,  Lesson  14,  p.  3, 

6,  V/ill  you  grov7  winter  and  suoner  squash? 

7,  What  variety  vnll  you  grov/? 

•8,  What  variety  does  best  in  your  locality? 

a.  Ask  some  successful  grower^ 
9,  What  variety  of  pumpkin  will  you  grow? 

10.  How  much  seed  will  you  need? 

a.  Bailey,  p.  420, 

b.  Any  good  seed  catalogue, 

11.  How  many  hills  of  each  will  you  grov;? 

12.  How  much  ground  is  needed  for  a  single  hill? 

13.  How  will  you  plant  the  seed? 

a.  Bailey,  p.  420. 

b.  Wickson,  p.  233,  (bottora  page), 

c.  Correspondence  Course,  Lesson  14,  p.  2, 

14.  When  may  you  plant  the  seed? 

a.  Correspondence  Course,  Lesson  14,  p,  2, 

b.  Wickson,  p,  283. 

15.  What   kind   of   soil  is  best   for  squash  and  pumpkin? 

a,  Wickson  ,  p     233. 

b.  Correspondanca  Course,  Lesson  14,  p,  2, 

16.  What  kind  of  soil  is  yours? 

17.  V7hat  will  you  do  to  get  your  soil  ready  for  the  crop? 

18.  What  cultivation  will  you  give  to  the  growing  crop? 

a.  Correspondence  Course,  Lesson  14,  p.  3. 

b.  Wickson,  p.  235, 


40- 

19.  How  many  kinds   of   f lovers    or  the  vines? 
'if-0.  Do  ^ou  knew  th^  /lair.s   of   each  kind? 
?.l,  Hjw  can  you  dntiriguish  therr.? 
2.2,  Wliich  blossora  bea-.-o    the 'i'ruxt'? 

23.  VtiSii,  is   a  p;.soillaoe   flivver; 

24,  What   is   a  aianunate   flowr-r? 

2.5.   Is  the  pumpivin  or   the  squa^sh  a  wind-pollinated  or  insect-pollinatei 
plant? 

26.  Wiiat   is  the  special  name   for  the  "fruit"? 

a.    Bailey -3  Elementary  Botany   for  ansv/ers   to  questions   19-26. 

27.  Will  you   irrigate  your   crop? 

a.  Vi/ickson,   p.    285. 

28.  Can  you  grow  punpkms  without  irrigation? 

29.  On  i"hat  kind  of  soil? 

30.  If  without  irrigation,  what  preparation  of  the  soil  before  planting 
the  seed? 

31.  When  will  you  harvest  your  crop? 

a.  Corresponaence  Course.  '  Lesson  14,  p.  3, 

32.  Will  Cucyrbita  p^^o  and  Cucjjrbita  maxinaj  that  is,  will  pumpkins 
and  squash  "cross"  if  planted  side  by  side? 

a.  Bailey,  p.  421, 

33.  What  is  neant  by  "cross"? 

34.  Will  dif<"erGnt  varieties  of  corn  "cross"  if  planted  side  by  side? 

35.  How  will  you  dispose  of  your  crop  of  pumpkin  or  squash? 

36.  What  is  the  weight  of  the  largest  of  each? 

37.  V/hat  iterus  will  you  include  in  your  final  report? 

XVII  -  The  Tomato  Project. 
A  -  References : 

•1.  Bailey,  The  Principlef3  of  Vegetable  Gardening. 

2.  Wickson,  Calif o:-nic;  Vegetables  in  Garden  and  Field. 

3.  Correspondence  Course  in  Vegetable  Gardeninp; ,  by  S.  S.  Rogers, 
College  of  Agriculture,  University  of  California. 

4.  Circular  No.  147,  Tor.atc  Growing  in  Galiforrda,  by  S.  S.  Rogers, 
,  College  of  Agriculture,  University  of  California. 

5.  Fanners'  Bulletin  Ho,  22,  Tomatoes,  U.  S.  Dept.  of  Agriculture. 
B  -  Outline  'Questions  : 

1.  To  what  class  of  crops  does  the  tonato  belong? 

a.  Bailey,  p.  392, 

2.  What  is  the  history  of  tne  tomiato? 

a.  Bulletin  No.    220,  p.    5. 

b.  Correspondence  Course,  Lesson  8,  p.  2. 

3.  How   important  is  the  tomato  in  California? 

a.  Circular  Mo.  147,  p.  1. 

b.  Correspondence  Course,  Lesson  8,  p.  2. 

4.  Where  can  it  be  gr o^-'n? 

a.  Wickson,  p.  286. 

5.  \7hat  are  the  best  varieties? 

a,  Wickson,   p.    293. 

b.  Correspondence  Course,  Lesson  8,  p.  6. 

c.  Circular  No,  147,  p.  8. 

d,  A  successful  local  grower. 


-41- 


6,  Where  will  you  procure  your  seed? 

7,  How  much  seed  wi^.l  you  need? 

8,  How  many  good,  healthy  plants  will  you  need? 

9,  How  large  a  plot  will  you  grow? 

10,  How  far  apart  are  tonato  plants,  in  the  ground? 

a.  Correspondence  Course,  Lesson  8,  p.  4» 

b.  Bailey,  p.  396, 

c.  A  successful  local  groner, 

11,  How  far  apart  v/ill  you  set  your  plants? 

12,  How  are  tonato  plants  grovm  fron  seed? 

a.  Circular  No,  147  ,  p.  4, 

b.  Wickson,  p,  289,  290, 

c.  Bailey,  p.  393. 

13,  VJhat  is  the  specific  way  you  y/ill  grow  your  plants? 

14,  When  will  you  start  the  seed  to  growing? 

15,  What  kind  of  soil  is  best  for  tomatoes? 

a.  Correspondence  Course,  Lesson  8,  p.  3, 

b.  Circular  No.  147  ,  p.  2, 

c.  Vickson,  p.  288. 

d.  Bailey,  p,  394, 

16,  V/hat  kind  of  soil  have  you? 

17,  How  is  the  soil  prepared  for  the  plants? 

a.  Circular  No.  147 ,  p.  3, 

b.  Wickson,  p.  291. 

18.  What  care  should  you  take  in  transplanting? 

a,  V/ickson,  p„  291, 

b.  Circular  No.  147,  p,  6. 

19.  When  v/ill  you  set  the  plants  out? 

20.  What  cultivation  will  you  give  your  crop? 

a.  Circular  No.  147,  p.  6. 

b.  Correspondence  Course,  Lesson  8,  p.   5. 

c.  Wickson,  p.   292. 

d.  A  successful  local  grower. 

21.  What  irrigation  will  you  give? 

a.  Correspondence  Course,  Lesson  8,  p.  5. 

b.  Circular  No.  147,  p.  6. 

c.  Wickson,  p.  292. 

22.  When  is  it  undesirable  to  apply  water? 

a.  Circular  No.  147,  p.  7, 

23.  Will  you  train  any  of  your  plants  on  stakes  i*r  frames? 

a,  Bailey,  p.  395. 

24.  V/ill  you  prune  any   of   your  growing  plants? 

a,  Wickson ,   p.    292, 

b.  Bailey,   p,    398. 

25.  What   are   the  advantac.es   of   training   and   pruning? 

26 „  What   things   of   interest  do  you  nhserve   in  the  grovir>g  plants? 

27,  What   color  is   the  tor.ato   flov/or; 

28,  Hov  does   it   compare  vith  the  pciatc   flmver? 

29,  T/hat  are  the  diseases   of   the   tomato? 

a.  Circular  No.   147,  p.   9,  10,  11. 

b.  Correspondence  Course,  Lesson  8,  p,  7,  8. 
30. How  vrill  you  harvest  your  crop? 


-42- 

31,  What  speciel  care  will  you  take  in  preparing  them  for  market? 

a.  Circular  Ho.  147,  p.  7,  8. 

b.  Bulletin  wo.  220,  p,  13,  14. 

c.  V/ickson,  p.  292, 

32,  What  is  the  total  yield  of  your  crop  in  pounds! 

33,  V/hat  has  been  the  cost  of  growing  your  crop? 

XVIII  -  The  Turnip  (also  Kohlrabi)  Project. 

A  -  The  treatment  of  these  two  vegetables  is  the  sane.  The  Kohlrabi  is 
sometines  called  the  "Turnip  above  ground".  It  is  an  excellent  vegetable  if 
used  early  in  its  growth  when  the  bulb  is  about  2  inches  in  dianeter.  Botani- 
cally  they  belong  to  the  same  family.  Bailey  classifies  as  follows:  "The  cole 
plants  (known  to  the  French  under  the  generic  name  of  chow)  are  probably  deriva- 
tives of  one  European  sea-coast  species  ,  Erassica  oleracea.   It  belongs  to  the 
Cruciferae  or  mustard  family.  The  plant  is  perennial  and  now  grows  on  the  cliffs 
of  Southern  England  and  other  parts  of  Europe,  The  wild  cabbage  is  very  like  a 
tall  kale.  The  cultivated  offspring  are  qiostly  biennial.  The  types  may  be 
arranged  as  follows :- 

Brassica  oleracea.  wild  or  original  form, 

Brassica  oleracea  acephala.  Kale, 

Brassica  oleracea  gerxaifera,  Brussels  sprouts, 

Brassica  oleracea  cap.'.tata.  Cabbage. 

Brassica  oleracea  bo^rjriis.  Cauliflower, 

Brassica  oleracea  caulo-rapa ,  Kohlrabi, 

Brassica  oleracea  ra^a,  Turnip" 
B  -  References : 

1.  Bailey,  The  Principles  of  Vegetable  Gardening. 

2.  Wickson  ,  The  California  Vegetables  in  Garden  and  Field. 

3.  Correspondence  Course  in  Vegetable  Gardening,  by  S.  S,  Rogers, 
College  of  Agriculture,  University  of  California. 

C  -  Outline  Questions: 

1.  Hov7  long  has  the  turnip  been  cultivated? 

a.  Correspondence  Course,  Lesson  11,  p.  5. 

2.  To  what  cultural  class  of  plants  does  it  belong? 

a.  Bailey ,  p.   240, 

b,  V'ickson,  p,   295, 

3.  How  do  the  turnip  and  Kohlrabi  rank  as  vegetables? 

a.  V/ickson,  p.   294. 

4.  Is   it  worth  your  while  to  grow  a  fevr  in  your  garden? 

5.  What  varities   of  turnip  are  grorm? 

a,  Wickson,  p.   286^ 

6.  What  variety  of  Kohlrabi  is  gro^vn? 

a-  Wickson,   p,   296^ 

b.  Any  good  seed  catalogue, 

7.  How  much  seed  v/ill  you  need? 

8.  Where  \7ill  you  get  your  seed? 

9.  How  are  turnip  seed  sown? 

a,  Bailey,  p.  286. 
10,  Hov/  is  Kohlrabi  grov/n? 

a,  V'ickson,  p,  295,,  (bottom). 


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11.  What  is  the  value  of  the  turnip  (also  kohlrabi)  as  food? 

a.  Bailey,  p.  28b,   286. 

12.  What  is  the  culture  method  for  these  two  vegetables! 

a.  Wickson,  p.  295. 

13.  What  kind  of  soil  is  needed? 

14.  How  rdll  you  prepare  your  soil? 

15.  What  methods  of  cultivation  will  you  use?  . 

16.  Will  you  irrigate? 

17.  How  are  you  to  know  when  is  the  best  time  to  harvest? 

18.  How  large  should  the  young  turnip  or  Kohlrabi  be  to  taste  well? 

19.  How  will'  you  find  out? 

20.  What  Vv'ill  happen  to  the  quality  if  grown  too  large? 

21.  How  long  will  it  take  to  grow  roots  large  enough  for  the  table? 

a.  Bailey ,  p.  285. 

22.  How  control  the  turnip  maggot? 

a,  Bailey,  p.  285. 

23.  Was  it  \7orth  while  to  include  these  two  vegetables  in  your 
garden  work? 

24.  What  have  you  learned? 

—0—0 

THE  PL/^-JT 
(in  connection  with  growing  of  plants  in  the  garden), 

A  -  References  for  Stud\ : 

1.  Bailey,  Botany  -  An  Elementary  Text  for  Schools, 

"The  ninety  and  nine  cannot  and  should  not  be  botanists , 
but  everyone  can  love  plants  and  nature.  Every  person  is  interested  in  the 
evident  things,  few  in  the  abstruse  and  recondite.  Education  should  train 
persons  to  live  rather  than  be  scientists"  -  Bailey. 

2,  Coulter,  Plant  Life  and  Plant  Uses,  An  Elementary  Textbook,  a 
foundation  for  the  study  of  Agriculture,  Domestic  Science  or  College  Botany, 

"The  book  seeks  to  give  its  reader  a  certain  appreciaticr 
of  plants  and  of  the  relationship  of  plant  life  to  his  own  life.   The  study 
of  "botany"  may  or  may  not  yield  such  appreciation.  Boys  and  girls,  by  mere 
accumulation  of  "organized  knowledge  about  plants"  may  never  come  to  that 
appreciation  of  plants  as  a  part  of  life  which  is  believed  to  be  very  desir- 
able, and  one  of  the  proper  ends  of  the  study  of  plants",  -  Coulter. 
B  -  Outline  Questions  for  Study; 
I  -  Introduction, 

1,  How  are  plants  important  to  man? 

a.  Coulter,  p.  1-10. 

2,  What  tr'o  great  changes  are  taking  place  in  plant  life? 

a.  Coulter,  p.  12, 

3,  What  is  it  that  makes  Agriculture  a  science? 

a.  Coulter ,  p,  16, 

4,  What  must  the  successful  farmer  know  about  plants? 

a.  Coulter,  p,  17, 


-44- 

5.  "What   five  ref.sons  are  given  for  studying  plants? 

a.    Coulter,  p,   19,   20. 

6.  What  two  ways  of  studying  plants? 

a.  Coulter,  p,  21,  22, 

7.  Vifhat  is  the  plant? 

a,  Bailey,  p.   1. 

b.  Coulter,  p.  38. 

8.  What  are  the  chief  ends    of  plant  life? 

a.  Coulter,  p.  39. 

9.  What  are  the  three  great  functions  of  living  things? 

a.  Coulter,  p.  45, 

10.  What  are  the  parts  of  the  plant? 

a.  Bailey,  p.  1. 

11.  What  dees  the  life  history  of  the  plant  include? 

a,  Bailey,  p.  2. 

12.  What  is  the  meaning  of  "generation"  as  applied  to  a  plant? 

a.  Bailey,  p,  2,  3, 

13.  What   causes   changes  in  plants? 

a.   Bailey,  p.   5. 

14.  77hat  does   every  plant  try  to  do? 

a.  Bailey,  p.   5. 

15.  What   is  the   "vrild"   plant? 

16.  What   is  the  "dosiestic"  plant? 

17.  What  plants  are  undesirably? 

18.  Why  should  we  grow  plants? 

19.  How  can  we  assist  nature  to  inprove  plants? 

20.  Hov/  nany  plants  do  you  know  by  sight? 

II  -  The  Root, 

1.  What  do  vre  r.ean  by  the  roots   of  the  plant? 

a.  Coulter,  p.  45. 

2.  Of  what  use  are  the  roots  to  the  plant? 

a.  Coulter,  p.  46,  47, 

b,  Bailey,  p.  7. 

3.  T/hat  is  meant  by  the  root  system? 

a.  Bailey,  p.  7. 

4.  What   is  the  tap-root? 

a.  Bailey,   p.   7. 

b.  Coulter,  p.   125, 

5.  What  is  the  fibrous   root? 

a.  Bailey,  p.   7. 

b.  Coulter,   p.    125. 

6.  Upon  '"hat  does  the  shape  and  extent   of  the  root  system  depend? 

a.   Bailey,  p.   7 ,   8, 

7.  Why  are  roots  crooked? 

a.  Coulter,  p,  131. 

8.  Why  is   it  important  tc  the  farmer  to   know  the  root  characteris- 
tics   of  the  plants   he  grows? 

9.  What   is  meant  by  the   expression  "feeding  roots"? 

a,   Bailey,  p.   8. 


-45- 

10.  Hov/  can  we  develop  the  "feeding  roots"  of  the  plant! 

11.  V/here  is  the  "feeding  surface"  of  the  root? 

a.  Bailey,  p.  9, 

12.  V/hat   are  the  root -hairs  and  where   are  they  found? 

a,  Bailey ,   p.    9  ,   10. 

b.  Coulter,   p,   135. 

13.  Have  you  ever  seen  root-hairs? 

14.  If  not,  will  you  sprout  some  radish  seed  so  you  nay? 

15.  Hov/  will  you  sprout  the  radish  seed? 

a,   Bajley,  p.   13. 

16.  V/hy  can  you  not  see  root-hairs  when  you  pull  a  root  fron  the 
ground? 

a.  Coulter,  p.  137. 

17.  What  are  aerial  roots? 

a,  Bailey,  p.  10. 

18.  T/hat   are  brace  roots? 

a,   Bailey ,  p.    12. 

19.  How  do  roots  grow  in  length? 

a,  Bailey,  p.  17. 

b.  Coulter,  p.  130,  131. 

20.  v;hat   is  the  root-cap? 

a.  Coulter,   p.   134,  135. 

b.  Bailey,  p,   267, 


III   -  The  St en. 


I.  What   is  the  ster,  of   a  plant? 

a.  Bailey ,  p.    14. 

b.  Coulter,   p.   49. 

2.  What    is  the  "habit"    of  a  plant? 

a.   Bailey,  p.   14, 

3.  VThat   are  some   of  the  uses    of  sterns  to  man? 

a.   Coulter,  p.   52, 

4.  What  is  an  erect  sten? 

a.  Bailey ,  p.  15. 

b.  Coulter,  p.  146,  147. 

5.  What  is  an  excurrent  sten  in  trees? 

a.  Bailey,  p.  15, 

b.  Coulter,  p.  148, 

6.  What  is  the  deliquescent  stem  in  trees? 

a,  Bailey,  p.  15. 

b.  Coulter,  p.  148. 

7.  What  is  the  prostrate  stem? 

a.  Coulter,  p.  149. 

8.  On  what  kind  of  soil  are  prostrate  stems  abundant? 

a.  Coulter,  p.  150. 

9.  tVhat    advantages  do  prostrate  stems   have? 

a.   Coulter,  p.    150. 
10.  T/hat   is  the   climbing   stem? 

a.    Coulter,   p.    15L ,   152, 

II.  How  do  climbing  stems  attach  themselves  to  their  supports? 

a.  Coulter,  p.  152,  153,  • 


:r.. 


4 


-46- 


12,  Vfhat  are  underground  stems? 

a.  Coulter,  p.  155, 

13,  How  does  a  stsm  grow  longer? 

a.  Bailey,  p.  17, 

14,  What   are  the  nodes   and  the  internodos   of   a  stem! 

a.   Coulter,  p.   50. 

15,  What  is  an  endogenous  sten? 

a.  Bailey,  p.  259, 

b.  Coulter,  p.  171,  172, 

16,  What  is  plant  tissue? 

a.  Coulter,  p,  77, 

b.  Bailey,  p.  252. 

17,  V/hat  is  epidermal  tissue? 

a.  Bailuy ,  p.  254, 

b.  Coulter,  p,  77. 
1.8,  What  is  fibrous  tissue? 

a.  Bailey ,  p.  255, 

19,  What  is  vascular  tissue? 

a.  Bailey,  p.  256. 

20,  ViThat   is  the  fibro -vascular  tissue  systen? 

a,   Bailey ,  p.   257. 

21,  What  is  the   fundaiiental  tissue  system? 

a.   Bailey,  p.   257,  252. 

22,  What   is  the  cpidemal  tissue  system? 

a.  Bailey,  p.  258. 

23,  Of  what  two  parts  is  every  fibro -vascular  bundle  made? 

a,  Bailey,  p.  261. 

24,  What  is  an  exogenous  stem? 

a.  Bailey,  p.  260. 

25,  What  is  meristem  tissue? 

a.  Coulter,  p.  163. 

26,  What  is  parenchyma  tissue? 

a.  Coulter,  p.  164, 

27,  \lhB.t   is  the  stele  of  a  stenn? 

a.   Coulter,   p.   79,  p.    163. 

28,  In  stems  how  are  the  tissues  of  the  stele  organized? 

a.  Coulter,  p.  165. 

29,  What  is  the  xylem  of  a  vascular  bundle? 

a.  Coulter,  p.  79  (last  line). 

30,  What  is  thephlcem  of  a  vascular  bundle? 

a.  Coulter,  p.  80,  p.  165. 

31,  T/hat  are  the  tracheary  vessels  of  a  stem? 

a.  Coulter,  p.  173. 

32,  Why  are  dead  tracheary  vessels  of  more  service  to  a  plant  than 
live  ones? 

a.  Coulter,  p.  175. 

33,  What  are  the  most  important  conducting  cells  of  the  phloem  or 
bast  ? 

a.  Coulter,  p,  175. 


•a.-. 


,ae£  ,'.' 


••liU-  .65 


-47- 


34,  What  is  tueant  by  the  nechanical  tissue   of  a  stem? 

a.   Coulter,  p.   147  ,  176. 

35,  ^iiThat  is  meant  by  the  conductive  tissue   of  a  stem? 

a.   Coulter,  p.   176. 

36,  VJhat  is  the  cambium  of  a  growing  stem? 

a.  Bailsy,  p.  262, 

b.  Coulter ,  p,  168. 

37,  VJhat  is  the  bark  of  a  stem! 

a.  Bailey,  p.  265, 

b.  Coulter,  p.  178,  179,  130. 

IV  -  The  Bud. 

1,  What  is  the  bud! 

a.  Coulter,  p.  135. 

2,  TThat  is  the  winter  bud? 

a.  Bailey,  p.  36. 

b.  Coulter,  p.  135, 

3,  ^hat  is  the  dormant  bud? 

a.  Bailey,  p,  36 ,  54, 

b.  Coulter,  p.  139, 

4,  Hov  is  the  bud  protected? 

a.  Bailey,  p.  36. 

b.  Coulter,  p.  186. 

5,  VJhat  are  the  different  kinds  of  buds? 

a.  Coulter,  p.  136, 

6,  What  ia  an  axillary  bud? 

a.  Bailey,  p.  37. 

b.  Coulter,  p.  137. 

7,  What  is  the  terminal  bud? 

a,  Bailey,  p.  37. 

8,  Y/hat  is  an  accessory  bud? 

a.  Bailey,  p,  37. 

b.  Coulter,  p.  138. 

9,  What  is  an  adventitious  bud? 

a.  Coulter,  p.  188. 

b.  Bailey,  p.  54. 
10*  What  is  the  leaf  bud? 

a.  Bailey,  p.  39, 

11,  ^at  is  the  fruit  bud? 

a.  Bailey  „  p.  39. 

12,  What   is  the  mixed  bud? 

a.  Bailey, p.  40. 

13,  How  distinguish  the  leaf  bud  from  the  fruit  bud? 

a.  Bailey,  p.  40. 

14,  Why  are  the  buds  protected  by  scales? 

a.  Coulter,  p,  189, 

15,  What  are  the  scales   of  the  buds? 

a,  Bailey,  p,  107, 
V  -  Leaves. 

1,  \7hat  are  leaves? 

a.  Coulter,  p,   201. 

b.  Bailey  ,  p.   90, 


-48- 


2,  What  are  the  parts  of  the  leaf? 

a.  Bailey ,  p.  92. 

b.  Coulter ,  p.  53. 

3,  What  is  the  shape  of  leaves? 

a.  Bailey,  p.  93,  94, 

b.  Coulter,  p.  206  ,  207. 

4,  What  kinda  of  venation  of  leaves? 

a.  Bailey ,  p.  91. 

b.  Coulter,  p.  204,  205,  206. 

5,  What  are  the  terns  describing  the  attaclxient  of  leaves  J 

a.  Coulter,  p.  208,  209. 

b.  Bailey,  p.  92,  93. 

6,  Hov/  are  leaves  arranged  on  the  stem? 

a.  Coulter,  p.  210,  211,  212. 

7,  What  is  the  character  of  the  surface  of  the  leaf? 

a.  Coulter,  p.  212. 

8,  What  is  the  "bloom"  on  the  leaf? 

a.  Coulter,  p.  212. 

9,  When  is  a  plant  surface  "pubescent"? 

a.    Coulter,  p.  213,  214. 

10.  Vhat   is  raeant  by  "foliage  area"? 

a.   Coulter,  p.  218, 

11.  What  is  the  function  or  work  of  leaves? 

a.  Bailey,  p.  90. 

12.  What  is  meant  by  transpiration? 

a.  Bailey,  p.  81. 

b.  Coulter,  p.  219. 

13.  What  are  the  three  uses  of  water  to  the  plant? 

a.  Coulter,  p.  225. 

14.  How  much  water  is  transpired  by  the  plant? 

a.  Bailey ,  p.  82. 

15.  VThat   causes   a  plant  to  wilt? 

a.    Bailey,  p.   83,   84. 

16.  V/hat   influence  does  water  exert  upon  plants? 

a.    Coulter,  p.   220. 

17.  What  are  the  disadvantages  of  transpiration? 

a.  Coulter,  p.  221. 

18.  What  are  the  advantages  of  transpiration? 

a.  Coulter,  p.  222. 
19*  What  is  the  process  of  respiration  in  plants? 

a.  Coulter,  p.  225, 

b,  Bailey,  p,  80, 

20,  Where  does  the  oxygen  enter  the  plants? 

a.  Bailey,  p.  31, 

b.  Coulter,  p.  226, 

21,  Of  what  importance  is  the  aeration  of  roots? 

a.  Coulter,  p.  226, 

22,  What  is  meant  by  oxidation? 

a.  Coulter,  p.  227. 

23,  What  is  the  meaning  of  the  word  "photosynthesis" ? 

a.  Coulter,  p,  43,  p.  233  (bottom), 

24,  Bow  XB   starch  manufactured  in  the  leaves? 

a,.  Bsilev,  r>,,  76  .  77. 


-49- 


b.  Coulter,  p.  228,  229,  230,  231,  232. 

25,  'What  is  the  importance  of  a  green  leaf! 

a.  Coulter,  p.  55. 

26,  V;hat  is  the  meaning  of  the  term  "digestion"   as  applied  to 
plants  ? 

a.  Coulter,  p.  42. 

b.  Bailey,  p.  79. 

27,  Kow  is  the  digested  food  distributed? 
a.  Bailey,  p.  79,  80, 

28,  VHiat  is  meant  by  "Gaseous  Exchanges"  in  plants? 

a.  Coulter,  p,  233,  234, 

29,  ^That  is  the  character  of  the  epidermis  of  the  leaf? 

a,  Bailey,  p.  270. 

b.  Coulter,  p.  234, 

30,  What  are  some  of  the  outgrowths  of  the  epidermis? 

a.  Bailey,  p,  270, 

31,  TJhat  are  the  stomates  of  the  leaf? 

a,  Bailey,  p.  271. 

b.  Coulter,  p.   235,  236,  237,- 

32,  V/hat  is  the  r.esophyll  of  the  leaf? 

a.   Coulter,  p.  237. 

33,  AThat  are  the  tv/o  parts  of  the  mesophyll? 

a.  Coulter,  p.  238. 

b.  Bailey,  p.  269. 

34,  V;hy  does  the  leaf  fall? 

a.  Bailey,  p.  271,  272. 

b.  Coulter,  p.  242,  243, 

35,  VThat  is  the  cause  of  the  autumnal  color  of  leaves! 

a.  Bailey,  p.  225,  226. 

b.  Coulter,  p.  246,  247. 
VI  -  The  Flower, 

1,  TThat  is  the  purpose  of  the  flower! 

a.  Bailey,  p.  122, 

2,  \7hat  are  the  floral  envelopes! 

a. Bailey,  p.  122, 

3.  ^7hat  is  the  calyx? 

a.  Bailey,  p.  122, 

b.  Coulter,  p.  59i 

4.  ''.That  is  the  corolla? 

a.  Bailey ,  p.  122. 

b.  Coulter  ,  p.  59, 

5,  What   is  the  sepal? 

a,  Bailey ,  p.   122, 

b.  Coulter,  p.    59. 

6.  TThat   is   the  petal? 

a,  Bailey ,  p.  123, 

b.  Coulter,  p.  59. 

7.  'What  are  the  essential  organs  of  a  flower! 

a,  Bailey,  p.  123, 

8,  Vlhat  is  the  starien? 

a.  Bailey,  124, 

b.  Coulter,  p,.    60^ 


-50- 


9.  What   is  the  pistil? 

a.  Bailey,  p.    124,  125. 

b.  Coulter,  p.    60,   61. 

10,  V/hat   is  the  stariinate  flower? 

a.   Bailey,  p.   125, 

11,  VJhat  is  the  pistillate  flower? 

a,   Bailey,  p.   125, 

12,  What  are  flowers? 

a.  Coulter,  p.  258, 

13,  \7hat   is  pollination? 

a,  Bailey,  p.   129, 

b.  Coulter,  p.   262. 

14,  By  what  two  agencies  are  flowers  pollinated? 

a.   Coulter,  p.   263. 
b  '  Bailey,  p. 131,   132. 

15,  What   is  self-pollination  of  flowers? 

a.  Coulter,  p.  263. 

b.  Bailey,   p.   128. 

16,  What   is   cross-pollination  of   flov;ers? 

a.  Coulter,  p.   263, 

b,  Bailey,   p.    128. 

17,  What   is   fertilization  of   flowers? 

a.  Bailey  ,  p.   128. 

b.  Coulter,  p.   275. 

18,  How  are  some   flowers  constructed  to  insure  cross -pollination? 

a.   Bailey,  p.   130. 

19,  What  is  wind  pollination? 

a.  Bailey  ,  p.  132. 

b.  Coulter ,  p,  307, 

20,  What  is  insect  pollination? 

a.  Bailey ,  p.  131, 

b.  Coulter,  p,  309,  310. 

21,  Why  do  insects  visit  flowers? 

a.  Coulter,  p.  310,  311. 

22,  YThat  is  the  simplest   flower? 

a.   Coulter,  p.   280. 

23,  VJhat  are  the  flowers  of  the  corn? 

a.  Coulter,  p.  282, 

24,  What  is  the  bract? 

a.  Coulter,  p.  298. 

b.  Bailey,  p.  106. 

25,  What  is  the  involucre? 

a.  Coulter,  p.  298. 

b.  Bailey,  p.  140. 

26,  V'hat  is  the  pedicel? 

a.  Coulter,  p.  298. 

b.  Bailey,  p.  120. 

27,  What  is  the  peduncle? 

a.  Coulter,  p.  299. 

b.  Bailey ,  p.  119, 


i 


-51- 


23.  Vmat  ia  the  spike? 

a.  Coulter,  p.   299. 

b.  Bc.ilcj',  p.   115. 

29,  vrnat  is  the  catkin? 

a.  Coulter,  p.  299. 

b.  Bailey,  p.  116. 

30,  What   is  the  raceme? 

a.  Coulter,  p.  299, 

b,  Bailey ,  p.  115. 

31,  V/hat   is  the  panicle? 

a.  Coulter,  p.   300. 

b.  Bailey,  p.   117. 

32,  Wha-ais  the  corynb? 

a.  Coulter,  p.    302. 

b.  Bailey,  p.   117. 

33,  IJhat  is  the  ur.bel? 

a.  Coulter,  p.   300, 

b.  Bailey,  p.   117. 

34,  What  is  the  head? 

a.  Coulter,  p,  300 

b.  Bailey ,  p.  116. 

35,  What  is  the  solitary  flower? 

a.  Bailey  ,  p.  115. 

36,  V/hat.  is  a  complete  flov/er? 

a.   Bailey,  p.   125. 

37,  What  is   a  sterile  flcTOr? 

a.   Bailey,  p.   126, 

38,  VJhat   is  a  perfect  flo'srcr? 

a.  Bailey,  p.   126, 

39,  VThat  is  the  perianth? 

a.   Coulter ,  p,  271, 

40,  What  are  the  parts  of  the  stamen? 

a.  Coulter,  p.  272, 

41,  What  are  the  parts   of  the  pistil? 

a.   Coulter,  p,   272,   273. 

42,  '.Vhat  is  the  structure  of  the  ovule? 

a.  Coulter,  p.  276. 
VII  -  The   Seed  (or  Fruit) . 

1,  What  is  the  fruit? 

a.  Bailey,  p.  147. 

b.  Coulter,  p.  62. 

2,  VJhat  is  the  simplest  kind  of  fruit? 

a.  Bailey,  p.  147. 

3,  What   is  a  pericarp? 

a.   Bailey ,   p.   148. 

4,  \7hat   are  dehiscent   fruits? 

a.  ^ailejr ,  p.    148. 

b.  Coult":;r,   p.   330. 

5,  What  are  indehiscent  fruits? 

a.  Bailey,  p.  148. 

b.  Coulter,  p.  330. 


I 


-52» 


6.  What  is  an  akene? 

a.  Bailey,  p,  148, 

b.  Coulter,  p.  327. 

7.  What  is  the  capsule? 

a,  Bailey,  p. 151. 

b.  Coulter,  p.  330^ 

8.  What  is  th^  berry? 

a,  Bailey,  p.  152, 

b.  Coulter,  p.  332, 

9.  Y/hat  is  the  drupe? 

a.  Bailey,  p.  153. 

b.  Coulter,  p,   332. 
10.  vmat  is  the  pepo? 

a.  Bailey,  p,   155, 
H,  What  is  the  por.e? 

a.  Bailey,  p,   155. 

b.  Coulter,  p.   332, 

12,  Y/hat  is  the  seed? 

a,  Bailey,  p.  5, 

b.  Coulter,  p.  64, 

13,  \7hat  is  the  enbryo? 

a,  Bailey,  p.   164. 

b.  Coulter,  p.   65, 

14,  'Jhat  is  the  caulicle? 

a,  Bailey,  p.   164, 

15,  Y/hat  is  the  .plumule? 

a,  Bailey,  p,   164. 

b.  Coulter,  p.    66. 
15,  vniat  is  the  cotyledon? 

a.  Bailey,  p.   164, 

b.  Coulter,  p,   66, 

17,  Y/hat  is  the  endosperm? 

a,  Bailey,  p.   164, 

b.  Coulter,  p.    66. 

18,  What  is  the  seed-coat? 

a,   Bailejr,  p.   164, 

19,  What  is  the  micropyle? 

a,  Bailey,  p,  164, 

b.  Coulter,  p.  276, 

20,  Y/hat  is  the  hiluK? 

a.  Bailey ,  p.  165, 

b.  Coulter,  p.  342, 

21,  YThat  is  germination? 

a.  Bailey,  p.  155. 

b.  Coulter,  p,  325. 

22,  What  are  the  "mechanics"  of  germination? 

a.  Coulter,  p.  352. 

b,  Bailey,  p,  165,  166, 

23,  How  does  a  bean  germinate? 

a,  Bailey,  p,  167 ,  168. 


i 


-53- 


24,  Kow  doe3  a  grain  of  corn  gerninate? 

a.  Bailejr,  p.  3.63,  169. 

25,  Whr.t  is  the  importance  of  seeds? 

a.   Coulfcor,  p.   336, 

26,  Hov;  are  oeeds  protected? 

a.  Coulter,  p.  338, 

27,  Hox"  lon^  will  seeds  live? 

a.  Coulter,  p.  339, 
23.  Wily  is  the  vitality  of  seeds  inportant  to  the  farcer? 
a.  Coulter,  p.  340. 

29,  What  elements  of  food  do  seeds  contain? 

a.  Coulter,  p.  343,  344,  345, 

30.  VThat  are  nitrogenous  foods?  31.  What  are  non-nitrogenous 

a.  Coulter,  p,  345,       f oods?a. Coulter ,  p. 345* 

32.  V/hr.t  conditions  necessary  for  germination? 

a.  Coulter,  p.  348, 

33.  ''/hat  t.re  the  agencies   of  seed  dispersal? 

a,  Bailey,  p,   158. 

b.  Coulter,  p.   353, 

34.  What  are  wind-travellers   anong  seeds? 

a,  Bailey,  p,   159, 

b.  Coulter,  p,  354. 
VIII  -  Grov.-th  pj_  the  Plant , 

1,  T^hat  is  nutrition? 

a.   Coulter,  p,  40. 

2,  V/hat  is   reproduction? 

a.   Coulter,  p.  40. 

3,  T/hat   is   food? 

a.  Coulter,  p.  42. 

4,  What  are  the  food  naterials  a  plant  nust  have? 

a,  Bailey,  p,  72, 

5,  V/hat  are  the  nineral  elenents   of  plant   food? 

a.   Bailey,   p.   72, 

6,  What  is  the  source  of  the  nineral  elenents  of  plant  food? 

a,  Bailey,  p,  72, 

7,  What  are  the  gaseous  elenents  of  plant  food? 

a,  Bailey,  p.  72. 

8,  V/hat  two  gr.ses   unite  to   form  water? 

9,  VJhere  does  the  plant  get  water? 

a.   Bailey,  p.  73, 

10,  V/here  does  the  plant  get  its   carbon? 

a.   Bailey ,  p.  74, 

11,  Where  does  the  plant  get  its  nitrogen? 

Ans'-'er-  Fron  the  soil  air  in  form  of  nitrates, 

12,  'There  are  these  elenents  of  food  taken  into  the  plant! 

a.  Bailey,  p.  72  (Section  152), 

13,  '"Taat  is  the  difference  between  a  rootlet  and  a  root-hair? 

a,  Bailey,  p.  65  (Sec.  138), 

14,  \7hat   is   Osnosis? 

a,  Bailey,  p.    66. 

b.  Coulter,  p.   104,   105, 


•54- 


15.  VHiat  is   osmotic  action? 

a,  Bailey,  p.   67. 
16 »  What  is   osmotic  pressure! 

a.    Coulter,   p.   105, 

17,  What   is   the  moisture   in  the  root-hair? 

a.    Coulter,  p,   105. 

18,  "What  is  the  noisture  outside   of  the  root-hsir? 

a.  Coulter,  p.  105. 

b,  Bailey,  p,  68  (Section  143). 

19,  In  what  direction  do  the  molecules  of  a  solution  move? 

a.   Coulter,  p.   107. 

20,  What  is   it  that  permits  the  continued  entrance   of  tirater 
into  the  roots? 

a.  Coulter,  p.  108. 

21,  \7hat  two  things  permit  the  solutes  to  continue  entering 
the  roots? 

a.  Coulter,  p.  109,  110. 

22,  What  are  the  two  kinds  of  movements  in  the  plant  body? 

a.  Coulter,  p.  Ill, 

23,  What  is  the  effect  of  too  much  plant  food? 

a.  Bailey,  p.  58,  69  (Sections  144,  145), 

24,  What  is  root  pressure? 

a.  Bailey,  p,  69. 

25,  How  does  the  soil  hold  moisture? 

a.  Bailey,  p.  70, 

26,  What  do  roots  excrete? 

a.  Bailey,  p.  71, 

27,  How  is  the  carbon  taken  into  the  plant? 

a.    Bailey ,  p.   75, 

28,  How  important  is   carbon? 

a.    Coulter,  p.   95. 

29,  How  is  carbon  changed  to  starch? 

a,  Bailey,  p.  77  (Section  163), 

b.  Coulter,  p,  34,  228,  229. 

30,  \7hat   is   the   composition  of   starch? 

a.   Bailey,  p,   77. 

31,  What  becomes  of  the  starch  manufactured  in  the  leaves? 

a,  Bailoy ,  p.  78  (Section  166), 

32,  What   is   digestion? 

a.  Coulter,  p,   42,  p,   350. 

b.  Bailey,  p,    79. 

33,  VJhat  is  done  vdth  the  digested  food? 

a.    Bailey,  p,    79 ,   80. 

34,  V/hat  is   assimilation? 

a.  Coulter,  p.  42,  351, 

b,  Bailey,  p.    80. 

35,  V/hat  is  protoplasm? 

a.  Coulter,  p.  72,  73. 

b.  Bailey,  p,   80, 

36,  How  is  protoplasm  made? 

a,  Bailey,  p,   80  (Section  171), 

37,  V/hat  is  meant  by  "the  working  together  of  the  whole 
machine"? 


-55- 


a.   Coulter,  p.   86,  87, 

IX  -  Propagation  of  Plants. 

1,  ft'hat   is  the  rhisione? 

a,   Bailey,  p.    16, 

2,  What  is  the  underground  stemT 

a.   Coulter,  p,   155, 

3,  What  is  one  purpose  of  the  rhizome! 

a.  Bailey,  p,  19. 

4,  TThat   is  the  effect  of  cutting  a  rhizorae  into  pieces? 

a,  Bailey ,  p.    20, 

5,  Ho\7  are  plants  propagated  by  roots! 

a.  Bailey,  p,  20, 

6,  Hov/  are  plants  propagated  by  layering? 

a,  Bailey,  p.  21, 

7,  T/hat  are  creepers,  runners  and  stolons? 

a.  Bc.iley ,  p.  21, 

8,  Hov;  are  plants  propagated  by  means  of  leaves? 

a,  Bailey,  p,  22, 

9,  How  are  plants  propagated  by  means  of  buds? 

a,  Bailey,  p.  22, 

10,  V/hat  is  a  graft! 

a.   Bailey ,  p.   22, 

X  -  Plant  Environr;ent, 

1,  V/hat  make  up  the  environment  of  a  plant! 

a,  Bailey,  p.  197. 

2,  What  is  the  habitat   of  a  plant? 

a,    Bailey,  p.   197. 

3,  7/here  do  plants  grow? 

a,   Bailey,  p.   197,   198,   199, 

4,  How  do  plants  aid  in  the  formation  of  soil? 

a,  Bailey,  p,  200. 

5,  T/hat  is   acclimatization  of  plants? 

a,   Bailey,  p.    203. 

6,  How  are  plants  influenced  by  the  wind? 

a,  Bailey,  p.  204, 

7,  How  are  plants  influenced  by  the  soil? 

fa,  Bailey,  p.  206, 

8,  T/hat   is  the  struggle  for  existence  among  plants! 

a.   Bailey,  p.   209,  210,  211,  212. 

9,  T/hat  is  a  plant  society? 

a„  Bailey ,  p,  219, 
10»  How  may  plants  be  made  to  vary? 
A,   Bailey,  p.  223,  229. 

11,  What  are  the  causes  of  variation? 

a,  Bailey,  p,  230, 

12,  What  is  good  agriculture? 

a,  Bailey,  p,  230. 

13,  Ti'hat   is  plant  breeding? 

a.  Bailey,  p.   231, 

b.  Coulter,   p,   446,  447,  448, 


-56. 

XI  -  Classification  of  Coijaon  Farm  and  Garden  Plants, 

1.  GraTiinaceae  -  Grass  family. 

corn, wheat,  oats,  rye,  barley,  sorghun, 
orchard  grass,  red  top,  timothy,  blue  grass. 

^»   Cruciferae  -  Mustard  family. 

;.;uscard,  cabbage,  cauliflower,  collards  ,  kale, 
Brussels  sprouts,  kohlrabi,  radish,  rutabaga, 
turnips  ,  watercress, 

3.  Solonaceae  -  Nightshade  family. 

potato,  tomato,  egg-plant,  pepper, 

4.  Chenapodicaceae  -  Goosefoot  family. 

beet,  spinach,  chard,  mangel-wurzel, 

5.  Curcubitaceae  -  Gourd  family. 

canteloupe  ,  muskmelon,  citron,  cucumber,  gourd, 
squash,  pumpkin,  watermelon, 

6.  Compositae  -  Thistle  family, 

artichoke,  chicory,  dandelion,  endive,  lettuce, 
salsify,  sunflo^"'er,  tansy. 

7.  Lilac eae  -  Lily  family. 

onion,  garlic,  leek,  asparagus, 

8.  Leguminosae  -  Pea  family. 

garden  pea,  Canada  field  pea,  cov/pea,  soy  bean,  bush 
bean,  Lima  bean,  velvet  bean,  vetch,  clover,  alfalfa 

9.  Umbellif erae  -  Parsley  family, 

cax-away,  carrot,  celery,  parsley,  parsnip,  coriander 
10,  Rosaceae  -  Rosa  family. 

pluu,  cherries,  almond,  peach,  apple,  apricot,  pear, 
quince,  raspberry,  blackberry,  strawberry, 

—0—0— 

THE    SOIL. 
(in  connection  vith  soil  cultivation  in  the  garden), 
A-Ref erences  for  study. 

1,  Lyon  and  Fippin ,  The  Principles  of  Soil  Kanager.ent, 
"The  present  book  is  the  outgrowth  of  their 
experience  in  teaching  soil  technology  through  a  period  of  several  years.  It 
has  been  their  endeavor  to  present  the  applications  of  science  to  soil  problems 
from  the  stanpoint  of  crop-production  rather  than  that  of  any  one  of  the  under- 
lying sciences  of  geology,  chemistry,  physics  or  bacteriology. "Authors*  Preface. 
B  -  Outline  Questions; 

I  -  Rock  and  its  Products. 

1,  From  what  is  soil  derived?  p.  2,  3. 

2,  "Uhat   elements  of  plant  food  are  derived  from  the 
soil?  p.  3. 

3',  TThat  elements  are  derived  directly  or  indirectly  fron 
air  and  water?  p.  3, 

4,  TJhat  relation  does  soil  sustain  to  plant  grov/th?  p.  1. 

5,  T/hat  are  minerals?  p.  4  (Bottom). 

6,  What  are  the  two  groups  of  minerals?  p.  5, 

7,  'What  are  the  principal  minerals  of  the  earth*s  crust? 
p.  9  (Table). 


•57- 


8.  V/hat  is  rock?  p.  9. 

9.  V/hat  is  the  arrangeoent  of  ninerala  in  rock?  p,  "'.0. 

10,  What  are  igneous  rocks?  p.  11, 

11,  V/hat  are  aqueous  rocks?  p.  11. 

12,  V/hat  are  Aeolian  rocks?  p.  11. 

13,  V/hat  are  netaniorphic  rocks?  p,  11. 

14,  V/hat  are  the  aost  inportant  of  the  igneous  rocks?  p.  12, 

15,  What  are  the  nost  important  of  the  aqueous  rocks?  p.  12. 

16,  T7hat  rocks  are  the  nost  important  agriculturally?  p,  12 (bottom) 

17,  Of  what  are  they  composed?  p,  12,  13. 

18,  How  is  the  air  a  factor  in  soil  formation?  p.  16« 

19,  Hov;  do  heat  and  cold  break  down  rocks?  p.  18,  19. 

20,  T/hat  is  the  chemical  action  of  water  on  rock?  p,  21,  22, 

21,  V/hat  is  the  mechanical  action  of  water?  p,  24, 

22,  How  has  ice  been  an  agency  in  making  soil?  p.  27. 

23,  Hov:  have  plants  and  animals  aided  in  soil  building?  p. 28,  29. 

24,  V/hat  are  sedentary  soils?  p,  31. 

25,  V/hat  are  residual  soils?  p.  31, 

26,  V/hat  are  cumulose  soils?  p.  31. 

27,  V/hat  agencies  transport  soils?  p. '44  (botton) . 

28,  V/hat  are  colluvial  soils?  p.  45 

29,  Uhat  are  alluvial  soils?  p.  47. 

30,  V/hat  are  glacial  soils?  p.  54,  55. 

31,  V/hat  are  wind  or  aeolian  soils?  p,  60. 

32,  V/hat  is  the  difference  between  humid  and  arid  soils?  p.  64. 
II  -  Physical  Properties  of  Soil. 

1.  VJhat  is  the  difference  betvreen  soil  and  subsoil?  p,  68. 

2.  T/hat  is  soil  texture?  p.  70. 

3.  V/hat  are  the  textural  groups  of  soils?  p.  73  (table  middle  page 

4.  V/hat  are  the  agricultural  classes  of  soil  based  on  texture? 
P.  74. 

5.  How  can  soil  texture  be  modified?  p.  87. 

6.  \7hat  is  soil  structure?  p.  88, 

7.  What  is  plasticity  of  soils?  p.  97. 

8.  V/hy  does  soil  cement  or  "run  together"?  p.  99. 

9.  V/hat  are  the  four  common  cementing  materials  in  soil?  p. 100, 
101. 

10,  V7hat  are  the  two  chief  coloring  materials  in  soil?  p.  101. 

11,  V/hat  are  the  chief  means  of  changing  the  structure  of  soils? 
p.  104. 

12,  V/hat  is  the  effect  of  changing  the  water  content?  p,  105. 

13,  V/hat  is  the  effect  of  freezing?  p.  108. 

14,  V/hat  is  the  effect  of  tillage?  p.  111. 

15,  V/hat  is  the  effect  of  the  gro^'/th  of  plant  roots?  p,  113. 

16,  V/hat  is  the  effect  of  organic  matter?  p,  113. 

17,  V/hat  is  the  effect  of  soluble  salts?  p.  116, 

18,  V/hat  is  the  effect  of  animal  life?  p,  118. 
19..  V/hat  is  the  effect  of  rainfall?  p.  119, 

20.  ^7hat  is  the  »curce  of  organic  matter  in  the  soil?  p. 120,  121, 

21.  What  chemical  elements  are  added  to  the  soil  as  the  result  of 
the  decay  of  organic  matter?  p.  121,  122. 

22.  V/hat  are  the  physical  effects  of  organic  natter  on  the  soil? 
p.  129,  130. 


•.'1 


-se- 
as. What  are  the  chenieal  effects?  p.  131. 

24.  What  conditions  favor  the  accumulation  of  organic  matter  in  the 
soil?  p,  132. 

25.  What  conditions  favor  the  rapid  disappearance  of  humus  from  the 
soil?  p.  132. 

Ill  -  Water  in  the  Soil- 

1.  In  what  three  ways  is  water  of  service  to  plants?  p.  133. 

2.  What  three  factors  determine  the  amount  of  moisture  a  soil  contains? 
p.  136. 

3.  'vVhat  is  gravitational  water  in  soil?  p.  141. 

4.  What  is  capillary  or  film  water?  p.  141. 

5.  ^jVhat  is  hygroscopic  water?  p.  141. 

6.  What  is  the  greatest  determining  factor  in  the  water-holding 
capacity  of  soils?  p.  144. 

7.  How  does  structure  affect  the  moisture  capacity  of  soils?  p.  151- 

8.  Do  you  fully  understand  the  difference  between  texture  and  struc- 
ture as  applied  to  soil? 

9.  Hovj   does  organic  matter  affect  soil  capacity  for  water?  p.  153. 

10.  What  is  the  gravitational  movement  of  water?  p.  166. 

11.  Vjhat   is  capillary  or  film  movement?  p.  169. 

12.  How  is  the  capillary  caparity  of  soil  measured?  p.  175. 

13.  What  is  the  thermal  mo/ement  of  waier?  p.  189. 

14.  What  are  the  three  v;ays  of  increasing  the  water  content  of  soil? 
p.  191. 

15.  '.Vhat  is  a  mulch?  p.  199. 

16.  How  many  kinds  of  mulches?  ?.  199. 

17.  What  materials  may  be  used  as  a  mulch?  p.-  200. 

18.  What  is  a  "dust  mulch"?  p,  203. 

19.  \1ftjat  is  involved  in  the  management  of  a  mulch?  p.  210. 

20.  What  is  the  value  of  deep  plowing?  p.  218. 

21.  What  factors  affect  the  duf^y  of  water  in  irrigation?  p.  224,  225. 

22.  What  are  the  four  principal  methods  sf  irrigation?  p.  229. 

23.  What  are  the  twelve  most  important  effects  of  drainage?  p.  239,  247 

24.  VThat  are  the  two  general  types  of  drains?  p.  248. 
IV  -  Plant  Nutrients  in  the  Soil. 

1.  What  substances  are  found  in  the  ash  of  plants?  p.  280. 
2-  What  substances  in  the  soil  are  absolutely  essential  to  plants? 
p.  280. 

3.  What  is  the  relation  between  root-hairs  and  soil  particles?  p.  287. 

4.  What  are  the  causes  of  the  difference  in  the  absorbing  power  of 
plants?  p.  2^2. 

5.  Upon  what  does  the  osmotic  activity  of  a  plant  depend?  p.  292* 

6.  What  "feeding  power"  do  cereal  crops  have?  p.  294. 

7.  What  "feeding  power"  do  grasses  have!  p.  295. 

8.  What  "feeding  power"  do  leguminous  crops  have?  p.  296. 

9.  What  "feeding  power"  do  ro3t  crops  have!  p.  296. 
10.  What  "feeding  power"  do  vegetables  have?  p.  296. 

11.  What  "feeding  power"  do  fruits  have?  p.  296. 

12.  What  are  alicali  soils?  p.  307. 

13.  What  is  the  effect  of  alkali  on  crops?  p.  312. 

14.  How  reclaim  alkali  land?  p.  315  (bottom). 
15-  What  is  a  manure?  p.  319. 

16.  In  what  three  ways  may  manure  make  a  soil  more  productive?  p.  319. 

17.  What  are  the  classes  of  manures?  p.  322.  (bottom.) 


-85  ■ 


i 


.01 


-59« 

18,  What  are  soil  amendments?  p,  348. 

19,  V\fhat  effect  does  lime  (calcium)  have  on  tillage  and  bacterial 
action  in  soils!  p.  348. 

20,  What  effect  does  lime  have  on  plant-food  materials  in  the  soil? 
p.  349. 

21,  What  effect  does  lime  have  on  toxic  substances  and  plant  diseases! 
p.  350. 

22,  What  are  the  forms  of  calciium  that  may  be  applied  to  soils?  p.  351. 

23,  What  are  the  four  factors  affecting  the  efficiency  of  fertilizers! 

p.  356, 

24»  How  is  soil-moisture  content  a  factor?  p,  358. 

25«  What  effect  does  the  acid  condition  of  the  soil  have?  p.  359,  360. 

26.  How  does  organic  matter  assist!  p.  361. 

27.  Of  what  importance  is  structure  or  tilth  of  the  soil!  p.  363. 

28.  What  constitutes  farm  manures!  p.  363-374. 

29.  What  functions  do  farm  manures  perform  in  the  soil?  p.  384. 

30.  How  do  green  manures  benefit  the  soil?  p,  384. 

31.  Why  are  leguminous  crops  valuable!  p.  385, 

V  -  Organisms  in  the  Soil. 

1.  What  is  the  value  of  the  common  earthworm!  p.  389. 

2.  How  do  plant  roots  help  to  make  the  soil  more  productive!  p.  391, 

3.  What  are  bacteria  in  the  soil?  p.  395, 

4.  What  conditions  affect  the  growth  of  bacteria!  p,  399. 

5.  What  effect  do  bacteria  have  upon  the  mineral  matter  of  the  soil! 
p.  403. 

6.  What  effect  do  bacteria  have  upon  nitrogenous  organic  matter  in  the 
soil!  p.  407, 

7.  What  are  decay  and  putrefaction!  p.  408.  « 
8-  What  is  ammonification!  p.  410. 

9,  What  is  nitrification!  p.  412. 

10.  What  is  dentrification!  p.  420, 

11.  What  is  meant  by  nitrogen  fixation!  p,  423, 

VI  -  Soil  Air. 

1.  How  does  the  texture  of  the  soil  affect  the  volume  of  air  in  the 
soil!  p.  433. 

2.  How  does  the  structure  of  soil  affect  the  volume  of  air  in  the 
soil?  p.  432. 

3.  What  effect  does  organic  matter  have!  p.  433, 

4.  What  effect  has  moisture  content!  p.  433. 

5.  Why  is  oxygen  necessary  in  the  soil!  p.  437, 

6.  What  is  the  effect  of  carbon-dirxid  in  the  soil!  p.  438. 

7.  What  effect  does  tillage  have  upon  the  soil  air!  p.  444. 

VII  -  Heat  of  the  Soil. 

1.  What  three  biological  effects  does  heat  in  the  soil  have  upon 
plant  growth!  p.  448. 

2,  What  are  the  three  sources  of  heat  which  reach  the  soil?  p.  451. 

3,  Upon  what  does  the  temperature  of  the  soil  depend!  p.  453. 

4.  What  are  the  six  means  of  modifying  the  soil  temperature!  p.  463. 

VIII  -  External  Factors  in  Soil  Management. 

1.  What  is  tillage?  p.  466. 

2.  What  are  the  three  objects  of  tillage!  p.  467. 


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3.  What  are  the  tools  of  tillage?  p.  469, 

4.  What  are  the  objectional  qualities  of  weeds?  p.  490. 

5.  How  control  weeds?  p.  490,  491. 

6.  What  is  crop-adaptation?  p^  497. 

7.  What  are  thd  two  determining  factors  in  crop  adaptation??. 499. 

8.  What  are  t?i(-!  physical  requirements  of  plants?  p*  499. 

9.  What  are  uhs  chemical  requirements  of  plants?  p»  499, 

10.  What  is  the  relation  of  rotation  of  crops  to  nutrients 
removed  by  different  crops?  p.  504, 

11.  What  is  the  relation  of  rotation  to  root-systems?  p.  505, 

12.  What  is  the  reJLation  of  rotation  to  plant  food  preparation? 
p.  505. 

13.  How  do  crops  differ  in  their  effect  upon  soil  structure?  p. 506. 

14.  How  does  rotation  of  crops  affect  plant  diseases  and  insects? 
p.  508. 

15.  What  is  meant  by  "toxic"  substances  in  soil?  p.  509,  510. 

„„0— 0 — . 


i 


iiw 


UNIVERSITY  OF  CALIFOHNIA 
COLLiiGE  OF  AGRICULTURE 

TEACHERS '  COURSE  100  -  ELEI.ENTS  CF  AGRICULTURE  ,  NATURE  STUDY  AND  SCHOOL  GARDEJS 
0.  J.  KERM,  ASST.  PROFESSOR  AGRICULTURAL  EDUCATION. 

PART  III  -  The   School  Garden. 

OUTLINES  AND  REFERENCES  ON:- 

Pages 

Production  Phase  ---------------  1-12 

Informational  phase  -------------  12-16 

Aesthetic  phase   ---------------  16-24 

Illustrations    25-49 

September,   1918, 
— 0 C 


PART  II   -  The   Home  Garden  anc'  •Vegetable  Growing 
Project    June,  1918. 


Part  I  -     Elements  _of  Agricultural  Nature  Study 

November,  1916. 


THE  SCHOOL  GARDEN 


"Train  the  children,  each  in  its  own  little  garden,  to  respect 
fruit  trees,  honorable  profit,  industry,  beauty  and  good  order;  it 
is  the  summary  of  all  Gospels  to  man,"  -  News  Letters  of  Thomas 
Carlyle. 

Place  of  the  School  Garden  in  a  Well-Organized  Scheme  of  Agricultural  Edu- 
cation, 

1»  A  practical  project  in  the  art  of  agriculture. 

The  school  garden,  whether  a  part  of  the  schooT.  premises 
or  outside  ground  controlled  by  the  school  may  serve  as  a 
demonstration  plot  where  boys  and  girls  may  be  taught  certain 
fundamental  processes  necessary  to  success  in  home  garden  work 
and  productive  agriculture  in'general.   (See  Part  II,  The  Home  • 
Garden  and  Vegetable  Growing  Project. ) 

2,  A  laboratoj-y  or  observation  plot  where  boys  and  girls  may  learn 

the  elementary  facts  in  the  four  units  of  instruction  in 
eigriculture, 

a.  Studies  in  plant  life  -  garden  crops,  weeds,  seeds, 

b.  Studies  in  soils  -  characteristics  and  cultivation. 

c.  Studies  in  animal  life  -  insects,  worms,  birds,  etc. 

d.  Studies  in  management  -  planning,  garden,  rotation  of 
crops,  care  of  tools,  harvesting,  marketing.   (See 
Part  1 ,   The  Elements  of  Agricultural  Nature  Study. ) 

3,  A  means  of  teaching  the  elements  of  landscape  art,  the  artistic 

arrangement  of  flowers,  shrubs  and  trees,  thus  emphasizing  the 
human  or  social  values  of  agriculture. 

a,  "Problems  of  parish  or  neighborhood  economy,  or  rural 
beautif ication ,  are  large  enough  to  occupy  the  time  and 
attention  of  several  generations.  The  problems  of 
rural  roads,  bridges,  schoolhouses  and  grounds,  church 
grounds,  etc.,  are  enough  to  occupy  the  spare  time  and 
attention  of  rural  America  for  a  hundred  years  to  come, 
A  neighborhood  which  becomes  possessed  with  a  common 
passion  for  beautification  will  never  lack  for  social 
life."  -  Carver  on  Problems  of  Rural  Social  Life  in 
Principles  of  Rural  Economics, 

b,  "The  garden  treatment  ought  to  be  the  most  common  one, 
especially  for  bona-fide  farms.  This  scherre  is  based 
upon  the  principle  that  every  farm  residence  should  have 
a  small  bit  of  lawn,  a  flower  garden  and  a  vegetable 
garden,  and  that  all  these  ought  to  be  artistically 
brought  together  as  one  organic  unit  focusing  upon  the 
farm  house  as  the  center,"  -  \7augh  in  Rural  Improvement. 

4,  Questions. 

a.  Under  what  conditions  will  the  teacher  emphasize  the  pro- 
ductive or  economic  phase  of  the  school  garden^' 

b.  With  what  class  of  pupils  may  the  teacher  emphasize  the 
second  or  informational  values  of  the  garden  x7ork? 


^.'     1h 


cv.cost  A 


-2- 

c.  In  vrhat  conmunities  and  under  what  conditions  may 
the  teacher  otress  the  aesthetic  phase  of  the  school 
garden? 

d.  May  all  three  phases  be  emphasized  in  the  same 
school! 

II  -  Essentials  of  a  Successful  School  Garden. 

The  primary  needs  for  a  school  garden  are  the  same  as  those  for  the 

home  garden  or  for  successful  farming, 

1«  Leadership  of  a  teacher  who  believes  in  garden  work  as  an 
economic  and  educational  project;  who  has  enthuc  asm  and  can 
impart  some  of  that  enthusiasm  to  boys  and  girls, 

2.  Sympathetic  attitude  of  school  authorities, 

3.  Personal  equation  of  the  pupil  gardener, 

4.  A  plot  of  ground  with  soil  of  suitable  texture  and  fertility. 

5.  Seeds  or  plants  or  both, 

6.  Proper  moisture  to  dissolve  plant  food  in  the  soil  so  plant 
rootlets  may  make  use  of  it, 

7.  Sunshine  and  warmth  to  bring  about  germination  and  plant 
growth. 

8.  Good  cultivation  and  irrigation  when  necessary, 

9.  Tools. 

III  -  Working  Tools  for  the  Garden. 

A  -  MiniKum  equipment. 

1,  Spadiiig  fork .  wide-tined.  Useful  for 

a.  Digging  up  the  soil. 

b.  Breaking  and  pulverizing  soil  at  time  of  digging, 

c.  Spreading  manure. 

d.  Harvesting  some  crops, 

2,  The  rake  ,  steel,  ten  or  twelve-toothed.  Useful  for 

a.  Pulverizing  soil. 

b.  Killing  weeds  when  very  small, 

c.  Breaking  crust  on  surface  soil  after  a  rain  or 
irrigation. 

d.  iVaintaining  soil  mulch  for  consei'vation  of  moisture, 

3,  The  hoe  ,  common  one  answers  practically  all  purposes.  Useful 
for 

a.  Making  drills  or  furrows  in  planting  seeds, 

b.  Mixing  soil  in  hills, 

c.  Cutting  v/eeds. 

d.  Cultivating  soil  v/hen  wheel  hoe  is  not  used, 

4,  Ths  trowel,  uf?eful  for 

a.  Making  drills  for  fine  or  small  seeds, 

b,  Tran3planting  cabbages,  tomatoes,  etc, 

5,  The  Hai:d  VTee-cr,  useful  for 

a.  Lo(VP^:ening  soil  and  destroying  weeds  betvreen  onions, 
carrots  ,  beets  and  other  small  crops, 

6,  The  Garden  L-tne. 

a.  C-ooJ  ,  heavy  cord  that  will  reach  the  full  length  o:r 
the  row, 

7,  Stakes. 

a.  Pieces  of  board  one  by  two  inches  ,  eighteen  inches 
(minimum)  in  length,  sharpened  at  one  end. 


J'.'fJ 


.? 


-3- 

8.  Measures. 

a.  Foot  and  half -foot  motsures  marked  off  on  a  pieoe 
of  wood  (or  a  yard  stick)  for  spacing, rows, 
5.  The  Watering  Pot .  two-gallon  with  inedia':i  fine  spray,  useful 
for 

a.  Transplanting  of  plants. 

b.  Germination  of  seeds. 

c.  Spraying  for  pests. 
B  -  Other  useful  tools. 

1,  Spade  or  p hovel. 

2,  Wheel  cultivator. 

3,  Vl^heelba^ro^". 

"^^     Hose  for  irrigation. 
5.  Small  hand  spray  pumj). 
C  -  Ilanagement  of  Garden  Tools. 

1.  How  secure  the  necessary  equipment? 

2.  What  is  the  right  way  of  using  each  tool  in  garden  work! 

3.  How  should  the  tools  lie  on  the  ground  when  not  in  use  by 
the  pupils? 

4.  V/hat  constitutes  proper  care  of  tools? 

5.  What  is  proper  dress  for  children  while  engaged  in  gardening; 

6.  Who  is  responsible  for  the  condition  of  the  tcol-house? 

7.  What  is  the  relation  of  all  this  to  good  farm  management? 
D  -  References  on  Garder.  Tools; 

1.  Davis,  "School  and  Home  Gardening", 

a.  Garden  Tools  and  Implements  ,  pp.  41-48, 

2.  Cobb,  "Garden  Steps". 

a.  Tools  ,  pp.  38-46, 

3.  Williams,  "Gardens  and  Their  Meaning". 

a.  A  Word  for  Good  Tools  .pp. 76-81. 

4.  Stebbins  ,  "The  Principles  of  Agriculture  Through  The  Home 
and  School  Garden". 

a.   Tools ,  pp.  44-48. 

5.  Greene,  "Aciong  School  Gardens". 

a.   Cost  of  Equipment  ,  pp.  111-142, 

6.  French,  "The  Beginner's  Garden  Book". 

a.  Garden  Tools,  pp.  239-247. 

IV  -  Choosing  The  Garden  Site. 
A  -  On  the  school  grounds. 

1.     Factors  deteirmining  location  of  garden. 

a.  Relation  to  playground. 

b.  Proximity  of  buildings  and  trees. 

c.  Character  of  soil. 

d.  Exposure  and  drainage. 
B  -  Off  the  School  Grounds. 

1,  Factors  determining  location  of  garden, 
(1)  City  -  a  vacant  lot, 

a.  Absolute  control  by  the  School  Board  during  garder- 
period. 

b.  Near  as  possible  to  the  school  builL-.ng. 

c.  Proper  enclosure,  if  civic  ideals  of  trespass  are 
low. 


-4- 

d.  Exposure  and  drainage, 

e.  Character  of  soil. 

(2)  Country  -  adjacent  farm  land. 

a.  Absolute  control  by  School  Dpard  during  garden 
period. 

b.  Near  as  possible  to  the  school  building, 

c.  Proper  fence  as  protection  against  poultry  and 
other  farm  animals , 

d.  Exposure  and  drainage, 

e.  Character  of  soil. 
C  -  Where  no  Choice  of  Sites  is  possible. 

1,  What  unfavorable  conditions  may  be  modified  or  removed 
entirely? 

2,  How  soon  after  school  opens  will  you  begin  to  solve  the 
problem  of  the  garden  site? 

D  -  After  Garden  Site  is  Determined. 

1.  Teacher  and  pupils  in  a  general  clean-up. 

2,  All  ru'^bish,  gravel,  stones,  brickbats,  broken  glass, 
raked  into  piles  and  carted  away.  The  farther  away  the 
better. 

3,  Development  of  appreciation  on  the  part  of  boys  and  girls 
in  the  clean  garden  plot,  the  clean  school  premises,  the 
clean,  orderly  farm  and  home  premises. 

4.  Discussion  of  soil  improvement  for  the  coming  garden  crops, 
V  -  Improving  the  Soil  of  the  School  Garden, 

A  -  References  on  Soil  Improvement, 

1.  Wick80'n,"The  California  Vegetables  in  Garden  and  Field." 
(Fourth  Edition), 

No  other  book  can  take  the  place  of  this  for 
California  teachers  with  respect  to  California  soil 
conditions.  The  references  for  these  outlines  are 
for  the  Fourth  Edition.  The  references  for  Part  II, 
The  Home  Garden  and  Vegetable  Growing  Project  were 
for  the  Third  Edition. 

However,  this  should  not  cause  any  confusion  as 
either  adition  may  be  used.  To  illixstrate  ,  suppose 
your  query  is:  "How  improve  the  adobe  soils  of 
California?"  Look  in  the  table  of  contents  of  eiV.. .' 
edition  for  the  chapter  most  likely  to  have  the 
information  about  soils.  This  is  Chapter  IV  of  both 
editions.  Then  turning  through  the  pages  of  Chapter 
IV,  adobe  soils  is  treated  on  Page  45  of  the  Third 
Edition  and  on  Page  36  of  the  Fourth  Edition.  The 
reading  matter  in  both  is  identical, 

2.  Davis,  "School  and  Home  Gardening," 

a.  The  Soil  and  Its  Improvement  ,  pp.  84-105, 

3.  French,  The  Beginnerfe  Garden  Book. 

a.  Preparing  the  Soil,  pp.  248-262, 


••} 


-5- 

B  -  If  garden  soil  is  adobe,  how  impi-ovej 

1.  Wickson  (Fourth  Edition)  ,  p.  36. 

The  entire  reference  is  given  here  with  analysis 
and  practical  application  at  close. 

"Improvement  of  Adobe  Soils  -  Our  adobes  ,  especial- 
ly those  of  the  darker  hues  ,  are  rich  and  durable.  In 
common  vdth  heavj'  clay  soils  every^'here  they  are  reten-;". 
tive  of  moisture.  In  our  arid  summers,  hov/ever,  they 
lose  their  moisture  speedily  by  evaporation,  if  untilled , 
and  dry  out  to  a  greater  depth  than  lighter  soils.  They 
are  refractory  under  tillage  ard  unless  caught  at  just  • 
the  right  Duafsnt  are  either  wax  or  rock  under  the  plo7;, 
and  the  cultivator  will  either  stick  fast  or  ride  over 
the  surface.  And  yet  if  one  has  nothing  but  adobe  he  is 
not  as  badly  off  as  he  might  be  ,  because  adobe  is  easily 
susceptible  of  itiprovement.  The  points  to  attain  are 
several,  but  they  are  inter-related  and  effort  for  one 
measurably  helps  toward  all. 

The  free  use  of  burned  lime,  either  as  it  comes 
from  the  kiln  for  builder's  use  or  when  air-slaked  or 
water-slaked  (hydrated) ,  and  applied  about  the  time  of 
the  first  rains  is  the  first  and  simplest  effort  toward 
breaking  up  the  tenacity  of  the  soil.  This  should  be 
done  no  matter  what  greater  efforts  are  to  be  undertaken 
later. 

Deep  and  thorough  tillage,  taking  the  soil  at  just 
that  condition  of  moisture  when  it  works  well  with  plow 
and  harrow,  will  be  found  to  progressively  improve  its 
tillability  by  mere  action  of  air  and  implements.  If 
this  is  all  that  can  be  undertaken  at  first ,  do  this 
thoroughly  and  put  in  the  cultivator  after  each  heavy 
rain  as  soon  as  the  proper  condition  of  soil  arrives, 
so  as  to  prevent  baking  of  the  surface.  For  winter 
growth  of  vegetables  in  regions  of  ample  rainfall,  use 
the  ridge  system,  which  will  be  described  in  a  subse- 
quent chapter. 

But  liming  and  persistent  tillage  are  only  tempor- 
izing with  adobe  and  do  not  accomplish  permanent  reform. 
The  first  rational  step  is  to  resort  to  adequate  drain- 
age. Tile  drains  two  and  a  half  or  three  feet  deep  and 
twenty  feet  apart  will  do  for  garden  plants.  This 
leaves  a  clear  surface  for  working  over,  but,  if  the 
expense  of  tiling  is  not  desired,  open  ditches  will 
answer ,  but  they  restrict  cultivation  in  one  direction , 
waste  land,  and  are  expensive  in  hard  work  in  killin.^ 
weeds  in  the  ditches.  Open  ditches,  are,  however,  bet- 
ter than  no  ditches  at  all.  The  effect  of  drainage  is 
to  prossotd  friability  ,  to  render  the  soil  tillable 
earlier  and  oftener,  by  the  quick  removal  of  surplus 
water ,  and  to  promote  seed  germination  and  plant  gro^/th. 

The  aeration  of  adobe  by  drainage  and  tillage  ac- 
complished a  considerable  improvement ,  but  still  more 


bne 


4. 


-6- 


radical  reforc  measures  are  desirable.  The  soil 
particles  are  naturally  too  sraall.  They  must  be 
separated  by  interposition  of  coarser  grains.  Plow 
into  the  soil  as  much  coarse  material  as  possible.  Farm- 
yard manure,  straw,  sand,  old  plaster,  coal  ashes,  saw- 
dust, almost  anything  coarse  or  gritty  which  will  break 
up  the  close  adherence  of  the  fine  clay  particles , 
release  the  surplus  water  and  let  in  the  ai-r,  will  pro- 
duce a  marked  effect  in  reducing  the  hateful  baking  and 
cracking ,  root-tearing  and  moisture-losing  behavior  of 
the  adobe.  Scrape  the  corrals,  rake  up  the  leaves  and 
fine  litter  of  all  kinds,  make  the  adobe  garden  patch 
the  graveyard  for  all  the  rubbish  which  is  susceptible  of 
decay.  The  farm  will  be  neater  and  the  garden  will  pay 
the  expense  in  its  eP-Sier  working  and  better  growth.  Do 
this  every  year  before  the  rains  come  and  you  will 
rejoice  that  you  had  an  adobe  foundation  for  the  farm 
garden." 
2,     Analysis  of  above  quotation, 

a.  First  paragraph, 

(1)  General  characteristics  of  adobe  soils, 

(2)  tlust  be  cultivated  at  the  right  time, 

(3)  Ease  of  improvement, 

b.  Second  paragraph. 

(1)  Use  of  lime  -  first  remedy. 

(2)  Time  of  application, 

c.  Third  paragraph. 

(1)  Deep  and  thorough  tillage  -  second  remedy. 

(2)  How  often  cultivate  J 

(3)  Ridge  system  for  winter  gardens, 

d.  Fourth  paragraph, 

(1)  Drainage  -  kinds  -  third  remedy, 

(2)  Effect  of  drainage. 

e.  Fifth  paragraph, 

(1)  Use  of  organic  matter  -  fourth  remedy, 

(2)  Effect  upon  texture  and  structure, 
3.  Practical  Application  to  Garden  Plot, 

a.  If  possible,  just  before  the  rainy  season  begins, 
put  on  the  garden  site  a  plentiful  supply  of  green  ' 
barnyard  manure, 

b.  When  sufficient  rain  has  fallen  turn  this  manure 
under  by  deep  plowing. 

c.  Apply  lime  after  the  plovvdng ,  harrowing  it  in  to 
prevent  wind  blov/ing  it  away. 

C  -  If  garden  soil  is  sandy,  how  improve? 
1,  Wickson  (Fourth  Edition)  page  37, 

"The  Improvement  of  Light,  Sandy  Soils.  -  This 
effort  is  in  some  cases  more  difficult  than  conquer- 
ing adobe.  It  all  depends  upon  the  coarseness  of 
the  sand  and  the  subsoil  upon  which  it  rests.  If 
the  soil  and  subsoil  are  coarse  sand  or  gravel  to  a 
considerable  depth,  some  fruit  trees  may  thrive,  but 


.'is  fi»' 


i        .& 


-7-        . 

shallov,'  rooting  plants  will  fail  unless  they  can 
finish  their  growth  during  the  rainy  season.  Summer 
growth  is  impossible  because  water  will  flow  through 
their  sieve-like  structure  and  carry  away  plant  food 
with  it.  With  moisture  leaching  away  below  and  fly- 
ing away  above,  and  with  intense  sun  heat  burning  the 
foliage  by  direct  contact  and  reflection,  such  wash 
soils  are  indescribably  worse  than  adobe.  But  this 
condemnation  should  not  be  rashly  applied.  The  refer- 
ence is  to  soils  very  coarse  in  character  which  have 
the  appearance  of  washed  sand  and  gravel.  Otherwise 
it  may  be  a  soil  carried  from  the  surface  of  the 
hillsides  by  the  eroding  streams,  and,  if  composed  of 
reasonably  fine  materials,  in  addition  to  sand  and 
gravel,  should  have  plenty  of  plant  food  for  a  time 
at  least.  The  chief  difficulty  will  lie  in  maintain- 
ing moisture  for  shallow  rooting  plants.  Obviously 
such  soils  are  best  suited  for  winter  growth,  for 
they  are  "warm  and  early"  when  situated  out  of  frosty 
places. 

Sandy  soils  which  are  imposed  upon  clay  or  hard- 
pan  ,  providing  the  underlying  stratum  is  not  alkaline , 
furnish  very  promising  garden  material  even  though 
the  layer  be  too  shallov/  for  the  growth  of  trees. 
Many  fruit  growers  are  struggling  to  maintain  trees 
on  such  spots  in  their  orchards  when  they  should 
forsake  the  effort  and  by  adequate  use  of  water  and 
manure  turn  such  spots  into  family  gardens.  The 
holding  of  water  near  the  surface  ,  v/hich  is  fatal  to 
tree  roots  ,  is  the  opportunity  for  the  growth  of  most 
vegetables.  Depth  of  soil  which  is  so  strongly  in- 
sisted upon  in  treatises  on  garde^iing ,  constitutes  a 
storehouse  of  moisture  and  plant  food,  but  it  has  been 
abundantly  demonstrated  that  depth  is  not  essential 
provided  the  plant  is  otherwise  fed  and  watered, 
California  gardens  proceeding  upon  rainfall  alone, 
need  a  deep,  retentive  soil;  the  irrigated  garden  may 
thrive  upon  a  soil  too  coarse  to  be  retentive  pro- 
viding it  has  a  tight  bottom  to  hold  moisture  within 
reach  of  shallow  rooting  plants.  Therefore  reclaim 
such  sand  by  providing  a  home  water  supply ,  if  not  in 
an  irrigated  region,  and  use  plenty  of  well-compost«d 
ood  de9ia.yed  manure,  which  will  not  only  feed  the 
plants  but  also  will  reform  its  texture  and  transform 
the  coarse  sand  into  a  rich  garden  soil,  kind  in  cul- 
tivation and  prodigious  in  its  yields  of  succulent 
vegetables,  for  sand  is  best  of  all  materials  for  fr^e 
and  rapid  root  development. 

The  treatment  of  such  soil  is  directly  opposite 
that  prescribed  for  adobe.  All  coarse  materials  must 
go  through  composting,  which  will  bo  described  in 


.3C! 


3»w 


-8- 

another  chapter.  The  garden  should  be  cleared  of  all 
its  own  coarse  refuse  and  only  fine  compost  or  commercial 
fertilizers  used  upon  it.  Both  of  these  act  benignly 
upon  its  texture." 
D  -  If  garden  soil  is  a  good  natural  loam,  how  improve! 
1,  Good  cultivation  and  use  of  organic  matter, 

VI  -  Planning  the  Garden, 

A  -  Cooperative  work  of  pupils  and  teacher, 

1,  Indoor  work  during  winter  in  preparation  for  spring  plantangi 

2,  Selection  of  crops  to  be  grown.  Study  of  seed  catalogues. 

3,  Factors  determining  selection  of  vegetables  to  be  grown, 

4,  Study  of  cultural  methods  of  crops  selected.  Use  of  reference 
literature. 

5,  Making  a  planting  calender  suited  to  the  locality.  Seed 
catalogues  for  suggestions.  Consult  a  good  local  gardener, 

6,  Purchase  of  seeds, 

7,  Testing  of  seeds, 

a.  Germination  for  vitality. 

b.  Inspection  for  purity  as  to  dirt,  weed  seeds,  or  other 
foreign  material. 

c.  Selection  of  best  seeds  of  a  particular  lot  for  planting  . 
by  themselves, 

d.  Care  of  seeds  until  planting  time. 

8,  Measurement  of  the  garden  plot  and  reproduction  on  paper  to  a 
scale.  Each  pupil  have  a  copy. 

9,  Location  of  rows  of  vegetables  on  paper, 

B,  Serves  as  a  guide  in  planting, 

h  •  Valuable  as  a  record  in  planning  next  year's  rotation  of 

crops  on  the  same  plot  of  ground.  Emphasize  importance  of 

this, 

10,  Opportunities  for  succession  of  crops  in  a  single  season, 

11,  Possibliiy  of  companion  cropping  in  a  single  season. 

12,  Protectinn  for  garden,  if  needed.  Tools  ready  and  a  place  to 
•koep  them. 

A  -  Administrative  Problems  to  be  decided  by  the  teacher  without  con- 
sulting pupils, 

1,  Shall  I  use  the  old  individual  plot  system! 

a.  Advantages  and  disadvantages, 

b.  Size  and  form  of  individual  plots, 

2,  Shall  I  use  the  dual  plot  system  -  tv/o  pupils  assigned  to  a 
single  plot! 

a.  Advantages  and  disadvantages. 

3,  Shall  I  use  the  community  garden  system J 

a.  No  divisions,  the  garden  planted  as  one  big  area,  each 
variety  of  vegetables  in  rows  by  itself ,  all  pupils  having 
a  common  inter.efl^'^in  a  common  enterprise,  with  processes 
being  taught  valuable  for  home  garden  work.  Community 
ownership  of  products, 

b.  Advantages  and  disadvantages. 

4,  Shall  I  use  the  long  row  system! 


"l>^         ?   ■'*■ 


•*•'  ,  ftlb  ot 


.•OIS     10 


ia'i 


;  Iu3   &<w"G     .1 


.t 


r  a.  y   U, 


>2    l^f?  ■'.■■■ 


-9- 

a.  Rows  runriing  the  longest  way  of  the  garden  vith  • 
individual  asoxgnment  of  space,  each  pupil  having 
ground  enough  for  three  or  four  rows  (if  possible) 
■with  possibility  of  two  or  three  varistico  of  vegetables 
growing  in  a  single  row.   Individual  ownership  of 
products, 

b.  Advantages  Eind  disadvantages. 

5.  Shall  I  use  a  combination  of  the  community  and  the  long  row 
systems? 

a.  Individual  assignments  of  long  rov/s  with  a  strip  of 
ground  full  length  of  garden  for  corariunity  cooperative 
work  for  certain  crops  as  perennials  and  large  crops  as 
pumpkins,  cucumbers,  sweet  corn,  etc, 

b.  Advantages  and  disadvantages. 

6,  Factors  in  helping  the  teacher  to  make  a  decision. 

a.  Economy  of  spaca. 

b.  Cultivation  of  growing  crop. 

c.  Ease  or  difficulty  of  irrigation. 

d.  Management  of  children,  the  group  or  the  individual, 
C  -  Pedagogical  Problems  for  the  Teacher. 

a.  Place  of  garden  activity  in  the  daily  program. 

b.  Correlation  of  garden  studies  with  the  regular  work 
of  the  school, 

D  -  Reference  Literature  on  Planning  the  School  Garden: 

1.  Davis  ."School  and  Home  Gardening." 

a.  Planning  tho  Garden,  pp.  27-40. 

2.  Cobb  ."Garden  Steps." 

a.  Garden  Plans  ,  pp.  7-18. 

3.  Meier,  "School  and  Home  Gardens", 

a.  Plan  of  the  School  Garden,  pp.  235-242. 

4.  Stebbins  ,  "The  Principles  of  Agriculture  through  the  School 
and  Home  Garden." 

a.  The  Garden,  pp.  37-54. 

5.  Greene,  "Airiong  School  Gardens." 

a.  Different  Kinds  of  School  Gardens,  pp.  41-80. 

6.  'Vrilliams  ,  "Gardens  and  Their  Meaning  ". 

a.  Plotting  and  planning,  pp.  61-75. 

7.  French, "The  Beginner's  Garden  Book." 

a.  Planning  the  Garden,  pp.  176-192. 

VII  -  Preparation  of  the  Seed  Bed. 

1.  Right  condition  of  soil  for  working. 

2.  Tillage  of  preparation  and  its  character, 

a.  In  the  fall  for  the  spring  garden, 

b.  In  the  spring  for  the  spring  garden, 

c.  For  the  winter  garden, 

3.  References  on  tillage  of  preparation: 

(l)  ¥ickson,"The  California  Vegetables  in  Garden  and  Field" 
(Fourth  Edition). 

a.  Tillage  to  receive  moisture,  pp.  67-68. 

b.  Tillage  to  conserve  moisture,  pp.  68-70. 

c.  Cultivation  in  small  gardens,  pp.  71-72.' 
(2)  Cobb,  "Garden  Steps". 

a.  Fall  and  Winter  Preparations,  pp.  1-6, 


-IO- 


CS) Stebbins ,  "The  Principles  of  Agriculture  Through  the 
School  and  Home  Garden," 
a.  Some  characteristics  of  an  Ideal  Seed  Bed,  pp.S'^ 
30. 

(4)  Davis  ."School  and  Home  Gardenin>;" 

a.  The  Soil  and  Its  Improverent  ,  pp.  84-105. 

(5)  Greene,  "Among  School  Gardens", 

a.  Soil  Fertility,  pp.  83-108. 

(6)  French,  "The  Beginner's  Garden  Book". 

a.  Spading,  raking,  etc.,  pp.  257-259« 


VIII  -  Planting  the  Seed. 

1.  Distance  apart  of  rows. 

a.  Factors  determining. 

2.  Depth  of  planting. 

a,   Conditionp  regulating, 

3.  Guide  for  planting  and  thinning. 

The  follo'dng  is  adapted  fr 
laorse  ci  Corjpany,  San  Francisco, 
for  local  variations. 


oDi  seed  catalogue  of 


Variety  of 
Vegetables 


;Quantity  of 
seed  100  f 
row 


Depth  of  :  Rows  apart 


.Planting 


Beaus 

Beets 

Cabbage 

Carrot 

Corn 

Cucumbers 

Kohlrabi 

Lettuce 

Onion 

Peas 

Radish 

Spinach 

Tomato 

Turnip 


Consult  seed  catalogues 
Plants  apart  in  re ; 


0  24  inches :  3 

in:  12  "  18  "   :  2 

:  24  "  30  "    :12 

^  -  1  in:  12  "  18  inches:  2 

1  -  2  in:  36  inches  :24 

•             »  * 

to  6  feet   :  4 

inches  :  4 

to  18  inches:  4 

14  inches :  4 

36  inches :  2 

13  inches:  1 

18  inches :  3 

6  feet   :  3 

■j:9  inches :  3 


to  4  inches 
to  4  inches 
"  18  inches 
inches, 
to  30  inches 

ft.  hills 
to  6  inches 
to  c  inches 
inches 
inches 
to  2  inches 
to  4  inches 
to  6  feet 
to  8  inches 


4,  llakiiig  the  seed   furro'.v, 

5,  Scattering  seed    in  the   furrow. 

6,  Covering  the  seed. 

a.     VJickson,  p,    108. 

7,  Soil  firming. 

a.  VJickson,  p.  108. 

8,  Soil   opening, 

a.     \7ickson,  p.    109. 

9,  Mulching. 

a,     Wi^-kson,   p.    109. 

10,  Irrigation  for  seed  germination. 

a,  Wickson,  p.  109, 

11.  Thinning  of  plants. 


-11- 

IX  -  Growing  Plants  Indoors  and  Transplanting, 

1,  What  pl.j.nti  n.ay  be  grown  indoors ? 

2,  What  are  the  advantages? 

a.  Economy, 

b.  Danger  of  introducing  diseases, 

c.  Choice  of  select  varieties. 

d.  Plants  rsady  v.'hen  nesdsd, 

•,  Pleasure  in  growing  plants  from  seed. 

3,  A  suitable  box  or  flat  for  growing  plants. 

4,  Planting  and  care  of  the  flat. 

5,  Guiding  principles  in  transplanting, 
A  -  References. 

1.  Part  II  (this  Course)  The  Home  Garden  and  Vegetai-le  Growing 
Project. 

a.  Growing  plants  for  the  garden,  p.  7, 

b.  Transplanting,  p.  8. 

2.  Davis,  "School  and  Home  Gardening". 

a.  Hotbeds  and  Coldframes  ,  pp.  49-57, 

3.  French, "The  Beginner's  Garden  Book". 

a.  Transplanting,  pp.  277-283. 

X  -  Cultivation  and  Irrigation, 

1,  Tillage  of  maintenance. 

2,  Tillage  to  conserve  moisture. 

a.  Wickson,  p.  68. 

3,  Importance   of  the  earth  mulch, 

a.     Wickson,   p.   69, 

4,  Importance  of  thorough  tillage, 

a.  Wickson,  pp.  71-72. 

5,  Best  means  of  irrigation. 

6,  Flat  culture. 

a.  Vifickson,  p.  74. 

7,  Ridge  and  raised  bed  culture. 

a.  Wickson,  pp.  73-74, 
A  -  References : 

1.  French,  "The  Beginner's  Garden  Book". 

a.  The  Seedlings,  Outdoors,  pp.  269-276. 

2.  Davis,  "School  and  Home  Gardening". 

a.   Irrigation  and  Drainage,  pp.  106-112. 

3.  Stebbins  ."The  Principles  of  Agriculture  Through  the  School  and 
Home  Garden" . 

a.  Care  of  Seedlings  ,  pp.  71-80, 

XI  -  The  Garden  and  Vacation. 

1.  Why  is  it  important  that  the  garden  be  well  cared  for  during 
vacation? 

2.  Who  is  responsible? 

3.  Possible  cooperation. 

a,  Gommittee  of  pupils  and  teacher, 

b.  Committee  of  pupils  and  member  of  Parent-Teacher's 
Association, 

c,  Committeo  of  pupils  and  the  janitor, 

d.  All  garden  pupils  and  paid  supervisor  selected  by  the 


■■^H- 


-  «-•      ^*  ■ 


»  ^  - 


»W  j-    "vrt^ 


..-It.  .  -  bm 


•;:  VI     e 


— .;  V   .f' 


-  12  - 

Board  of  Education, 
e.  Select  som-iittee  of  pupils  alono. 

4.  Provisions  for  Harvesting  the  Crop, 

5.  Arrangements  for  the  School  Fnir, 

a.  Exhibit  of  school  garden  products, 

b.  Exhibit  of  school-home  garden  products, 

XII  -  The  Garden  and  the  Regular  Work  of  the  School. 

1,  Correlation  with  arithmetic. 

2,  "       "   language. 

3,  "  "       reading  and  literature, 

4,  "  "       drawing, 

5,  References: 

(1)  Davis,  "School  and  Home  Gardening". 

a.  Correlation  with  "+ber  school  work,  pp.  322-334. 

(2)  Willioffis ,  "Gardens  ard  Thair  Meaning", 
a.   N3W  Life  in  Old  Subjects,  pp.  159-178. 

(3)  Greene,  "Among  School  Gardens". 

a.  An  Outline  in  Garden  Study,  Note  11,  opposite  p.  294. 

XIII  -  Studies  in  Vegetable  Characteristics  and  Cultural  Requirements. 

1.  Reference  naterial  for  study. 

a.  See  outlines  and  references  on  Vegetable  Grov/inc:  Project 
in  Part  II,  thi?  ccuree, 

2,  Supplementary  Outlines  and  References. 

A.  General  outline  for  the  garden  vegetable, 

(1)  Brief  history. 

(2)  Why  so  long  and  generally  grovm, 

(3)  Food  value. 

(4)  Cultural  requirements. 

a.  Soil  best  adapted. 

b.  Soil  preparation, 
C.  Distance  of  rows. 

d.  Depth  of  planting. 

e.  Thinning  of  plants. 

f.  General  cultivation. 

g.  Fertilizing, 
h.  Harvesting. 
i.  Marketing, 
j.  Storage. 

k.  Diseases, 
1.  Pests, 

(5)  Home  problems. 

a.  Improvement  -  selection, 
B  -  References  for  Individual  Ves^etable  Study. 

1.  French,  "How  to  Grow  Vegetables". 

a.  By  the  srime  author  as  "The  Beginner's  Garden  Book"  referred 
above.  Description  of  individual  vegetables  ,  pp.  1-299. 

2.  Meier,  "School  and  Home  Gardens". 

a.  Description  of  individual  vegetables,  pp.  244-307. 

3.  Davis,  "School  and  Hotne  Gardening". 

a.  Description  of  individual  vegetables,  pp.  176-207. 


■^•1 J      ;. 


1*^'  rf/  '* 


in:: 


U 


X.4 


-13- 

4.  Bailey,  "The  Principles  of  Vegetable  Gardening". 

a.  Description  of  individual  vegetables,  pp.  271-450, 

5.  Wicks  on,  "The  California  Vegetables  in  Gardjen  and  Field". 

a.  Description  of  individual  vegetables, 

(a)  Fourth  Edition,  pp.  120-275, 

(b)  Third  Edition,  pp.  139-295. 

6.  Cobb,  "Garden  Steps". 

a.  Description  of  individual  vegetables  pp.  47-215, 

XIV  -  Plant  Studies  in  Connection  with  the  Garden, 

A  -  Plant  Studies.  ' 

1.  Parts  of  a  plant. 

2.  Kinds  of  roots, 

3.  Use  of  the  root  to  the  plant. 

4.  How  the  root  does  its  work. 

5.  Soil  conditions  necessary  for  good  root  grovrth. 

6.  The  st'sir,  and  its  work. 

7.  Leaves  and  their  usee, 

8.  The  flower  -  parts  -  pollination  and  fertilization. 

9.  Fruit  -  seed  -  parts  of  the  seed, 
B  -  References  en  Plant  Study. 

1,  French, "The  Beginner's  Garden  Book". 

a.  The  purpose  of  a  plant,  pp.  1-7. 

b.  A  seed  and  its  grovrfch,  pp.  49-56. 

c.  The  testing  of  seed,  pp.  57-64. 

d.  The  life  of  a  plant,  pp.  65-72. 

2,  Meier,  "School  and  Home  Gardens". 

a.  Germination  of  seeds,  pp.  211-223. 

3,  Stebbins  ,  "The  Principles  of  Agriculture  Through  The 
School  and  Home  Garden." 

a.  The  seed  and  its  needs ,  pp.  16-26. 

b.  Roots,  pp.  148-158. 

c.  Stems  and  leaves,  pp.  159-171. 

d.  The  flower,  pp.  172-182. 

4,  Davis,  "School  and  Home  Gardening". 

a.  Plants  in  relation  to  soil,  light  and  air,  pp.  58- 
65. 

5,  Bailey  ."Botany  -  An  Elementary  Text  for  Schools". 

a.  The  root,  pp.  7-13. 

b.  The  stem,  pp.  14-18. 

c.  Hov;  the  plant  takss  in  soil  water,  pp.  64-73, 

d.  The  making  of  living  matter,  pp.  74-84. 

e.  Parts  of  the  flower,  pp.  122-127. 

f.  Fertilization  '.rnd  pollination,  pp.  128-135. 

g.  Dispersal  of  seeds  ,  pp.  158-163, 
h.  Germination,  pp.  164-171. 

i.  Variation  and  its  results  ,  pp.  223-232. 

XV  -  Soil  Studies. 

A  -  Brief  Outline  on  Soil. 


)onc-  . 


.o 


.rf 


:-''^ 


-   V 


-14- 

1.  What  soil  is, 

2.  Agencies  in  the  fonnation  of  soil. 

3.  Generr.l  classification  of  soils, 

4.  Leading  types  of  farm  and  Garden  Soils. 

5.  Humus  in  soil, 

6.  Soil  Fertility. 

7.  Soil  Organisms, 
a.  Soil  Water. 

9.   Soil  Temperature, 

10.  Air  in  the  Soil. 

11.  Cultivation  of  Soil. 

12.  Soil  and  Crop  Rotation, 
B  -  Reference  Literature  on  Soil. 

1,  Davis,  ''School  and  Home  Gardening": 

a.  The  soil  and  its  improvement,  pp.  84-105, 

2,  Cobb,  "Garden  Steps". 

a.  Fertilizers,  pp.  19-29. 

3,  Stebbins  ,  "The  Principles  of  Agriculture  Through  the 
School  and  the  Home  Garden." 

a.  The  Soil,  pp.  1-6. 

b.  Vi/ater  and  Soil,  pp.  7-15. 

c.  Improvement    of   Soil,   pp.    183-189. 

d.  Th3  Origin, of   Soil,  pp.   239-245. 

4,  French,  The  Beginner's  Garden  Book. 

a.  The  Soil,  pp.    82-87. 

b.  The  Soil  Water,  pp.  88-96. 

c.  Plant  Chemistry,  pp.  97-103, 

d.  Humus,  pp.  104-108i 

5,  Lyon  and  Fippin  ,  "The  Principles  of  Soil  Management", 


(1)  External  factors  in  plant  growth 

,  p.  1. 

(2)  Elements  essential  to  plant  growth,  p.  3, 

(3)   Important  soil-forming  minerals, 

p.  4. 

(4)  Abundance  of  common  minerals  ,  p. 

8. 

(5)  Definition  of  rock,  p.  9. 

(6)   Causes  of  rock-decay,  p.  14. 

(7)  Meaning  of  soil  texture,  p.  70. 

(8)  Classification  of  soils  based  on 

texture,  p.  73. 

a.  Fine  Gravel. 

b.  Coarse  sand. 

c.  Medium  sand. 

d.  Fine  sand. 

.  e.  Very  fine  sand. 

f.  Silt. 

g.   Clay. 

(9)  Agricultural  classes  of  soil  based  on  texture,  p.  77 

a.   Coarse  sand. 

b.  Medium  sand. 

c.  Fine  sand. 

d.  Sandy  loam. 

e.  Fine  sandy  loam. 

f.  Loam. 

%^  ^-  •       -^ 


.^i-r 


..)( 


-15- 


(10 

(n 

(12 
(13 
(14 

(15 
(16 
(17 
(18 
(19 
(20 
(21 
(22 
(23 
(24 
(25 

(26 
(27 
(28 
(29 


f.  Loam, 

g.  Silt  loam, 
h.  Clay  loam, 
i,  Sandy  clay, 
j.  Silt  clay, 
k.  Clay. 

Changing  soil  texture,  p,  87, 

Ijeaning  of  soil  structure,  p,  88. 

Ways  of  changing  soil  structure,  p,  104. 

Sources  of  organic  matter  in  the  soil,  p,  120. 

Physical  and  chemical  effects  of  organic  matter, 

pp.  129-131. 

The  thrse  forms   of  v,?ater  in  the  soil,  p.   141. 

Means   of  increasing  the  water  content  of   soil,  p«   191, 

Kinds   of  mulches  ,  pp,   195-200. 

Effects   of  drainage,  p.   239* 

Relation  between  root-hairs   and  soil-particles,  p,   287, 

Growi.ng  vegetibles  ,  p.   296. 

Reclamation  of  alkali  land  ,  pp.    314-316, 

Effect   of   lime  as   a  soil  amendment,  p.  348. 

Bacteria  in  the  soil     p.   395. 

Functions   of  the  soil  air,  p.  437, 

Biological  function  of  soil  heat  in  relation  to  plant 

growth,  p.  448, 

Ways  of  changing  soil  temperature,  p.  463, 

Objects  of  tillage,  p.  467. 

Factiors  in  crop-adaptation,  p.  499, 

Principles  underlying  crop-rotation,  pp.   504-511, 


2. 
3. 


4. 
5. 
6. 


XVI  -  Studies  in  Animal  Life, 
A  -  Enemies  of  the  garden. 

1.  Animals  gopher,  mole,  rabbit. 
Birds  -  sparrows. 
Insects. 

a.  Chewing,  characteristics  of  most  common  ones. 

b.  Sucking,  chara.cteristics  of  most  common  ones. 
Study  of  an  insect.  :> 

Life  history  of  an  insect  or  animal  harmful  to  the  garden. 
Methods  of  controlling  injurious  insects. 

B.  Friends  of  the  garden. 
1.  Life  history  of  a  beneficial  insect  or  animal, 

C.  Sprays  for  insect  pests  and  plant  diaaases, 

1,  Formulas. 

2.  Methods  of  application. 
D  -  Reference  literature. 

1,  Part  II ,  The  Home  Garden  and  Vegetable  Growing  Project. 
a.   Garden  diseases  and  insect  enemies,  py,  9-10, 
Davis,  "School  and  Home  Gardening", 

a.   Insects,  Diseases  and  Their  Control,  pp.  275-292, 
French  ."The  Beginner's  Garden  Book". 

a.  Plant  enemies  ,  pp.  284-290. 

b.  Plant  friends  ,  pp.  291-295. 
Stebbins  ,  "The  Principles  of  Agriculture  Through  the  School 
and  Home  Garden", 


2. 
3. 

4. 


-16- 

a.  VJeeds,  pp.  191-199. 

b.  Insscts,  pp.  201-207. 

c.  Birds,  pp.  208-'218. 

d.  Plant  Disoases  ,  pp.  219-225, 

XVII  -  The  School  Garden  and  Lcndscape  Art. 

1,  Educational  influence  of  environment, 

2,  Good  landscape  and  art, 

a*  "The  natural  landscape  is  always  interesting 
and  it  is  satisfying;.  The  physical  universe  is 
the  source  of  art.  Wo  know  no  other  form  and 
color  than  that  I'/hich  \vc  see  in  nature  or  derive 
from  it.  If  art  is  true  to  its  theme,  it  is  one 
expression  of  morals.  If  it  is  a  mor:-.l  obliga- 
tion to  express  the  art-sense  in  painting  and 
sculi^ture  and  literature  and  music,  so  is  it  an 
equal  obligation  to  express  it  in  good  landscape," 
Bailey,  (The  keeping  of  the  beautiful  earth)  in 
"The  Holy  Earth". 

3,  Civic  Art  and  Community  Ownership  and  Responsibility, 

a,  "It  would  lead  us  too  far  afield  from  our  present 
studies  should  we  attempt  here  to  elucidate  all 
the  basic  principles  of  landscape  architecture 
and  to  apply  them  to  the  subject  in  hand.  We  may 
only  say  here  that  the  great  principles  or  order, 
which  are  the  principles  of  design,  rule  supreme^ 
To  have  everything  done  in  perfect  order  -  to 
have  everything  kept  in  perfect  order  -  this  is 
the  keynote  of  Civic   art. 

"Civic  art  strives  to  secure  this  perfect 
good  order  -  this  maximum  of  utility  plus  a  max- 
imtim  of  beauty  -  in  the  things  which  belong  to 
the  community.  These  public  possessions  are 
streets,  commons,  parks,  playgrounds,  school 
buildings,  churches,  libraries,  to^Tn  halls,  court 
houses  ,  and  scenery  ,  with  various  other  important 
items  •  Unfortunately  the  sense,  and  even  the 
knowledge ,  of  common  public  ownership  in  such 
thinj^s  is  still  very  weak  in  .  America,  For  too 
many  years  wo  have  laid  avery  stress  on  the 
private  ownership  of  our  own  individual  property. 
All  laws  have  been  made  to  protect  individuals 
in  this  personal  right.  All  preaching  has  aimed 
to  quicken  conscience  \vith  reference  to  the  ri^ht:' 
of  others.  And  so  wo  have  almost  forgotten  that 
most  of  the  greatest  gifts  in  the  world  belong  to 
nobody  -  that  is  to  everybody  -  that  is  ,  to  us  all.' 
Waugh,  "Rural  Improvement", 


-17- 

4,  School  grounds  belong  to  entire  community, 

5,  Develop  sense  of  common  responsibility, 

6,  Need  of  civic  awakening, 

7,  A  planting  plan. 

8,  The  A  B  C  of  planting  along  natural  lines, 

A  -  Leave  open  spaces, 
B  -  Plant  in  masses, 
C  -  Curved  line  effect, 

9,  Not  necessary  to  sacrifice  the  playgrounds  to  have  at- 
tractive school  grounds, 

10,  The  District  School  Iraproveraent  Society, 

a.  Cooperation  of  school  and  home, 

b.  Leadership  of  the  school, 

11,  One  way  of  observing  Arbor  Day, 

a,  Progror.  of  recitations,  songs  about  the  brave 
old  tree  followed  by  a  half -holiday, 

12,  ■'Another  way  of  observing  the  Arbor  Day  Spirit. 

a.  Entire  community  moot  on  the  school  grounds  for 
work  Vidth  shovels,  spades,  rakes,  hoes,  etc. 
Picnic  lunch  and  progrcjn  of  entertainment  after 
program,  of  work  completed, 

13,  Illustrations  of  School  Grounds  Improvement, 

a,  "Set  out  twelve  trees,  eight  wild  grape  vines, 

a  clematis,  a  Boston  ivy,  outhouses  screened  and 
yard  raked," 

b,  "New  fence,  six  trees  and  four  grape  vines  sot 
out," 

c,  "Planted  three  Ash,  three  Elm  and  seven  Box 
Elder  Trees.  Sot  Boston  Ivy  along  school 
building,  and  woodbine  along  back  fence  and 
closets.  Also  planted  eleven  Spirea  Van  Houttoi , 
two  Weigelia  and  eight  Lilacs." 

d,  "Many  shrubs  set  out:  forty  Sumac,  ten  Elder- 
berry, two  Cedars,  two  Ihxlherry ,  a  Syringa ,  an 
Hydrangea,  and  an  Elm  tree," 

e,  "Yard  raked,  new  cement  steps  and  curbing," 

f,  "A  dozen  Boston  Ivy  set  around  stone  school 
building,  wire  screens  around  out-buildings 
with  wild  cucvunber  vines,  two  lilacs,  two  rose 
bushsB  and  three  Cedar  trees  planted." 

g,  "Cleaned  the  yard  and  burned  the  rubbish." 

h,  "Bed  of  asters,  phlox  and  nasturtiums.  Planted 
ornamental  gourds  and  climbing  nasturtiums  near 
the  fence,  and  morning  glories  at  two  of  the 
Y/indows." 
i.  "Mad©  two  flower  beds  and  planted  sunflowers, 
hollyhocks  and  climbing  beans." 

14,  The  right  way  of  transplanting  trees  and  shrubs, 

15,  Care  after  planting.  Value  of  the  straw  mulch, 

16,  Effect  upon  the  home, 

a,  "Our  first  care  must  be  the  creation  of  real 
country  homes.  Here  wo  shall  have  the  primal 


•  CI 
-  rtfO      .11 


lit'J:  • 


-18- 

art  of  nature  -to  asBiet  ue  ^  vrith   its  latest  interprota- 
tiouB  by  scionco.  It  ia  a  nor  thought  of  high  art 
th£it  is  gro'jsiing  among  the  people  that  instead  of  buying 
pictures  to  hanr^  on  our  walls,  wc  nay  bat  2r  create  them 

on  the  sod,  r/ith  living  plants  and  running  brooks 

"Han  who  spoils  is  tho  same  nan  ^vho  can  croato  and 
improve.  Wo  have  a  century  behind  us  of  mutilation;  wo 
must  have  a  century  ahead  of  sympathy  and  cooperation 
with  nature.  This  nust  involve  not  only  work  on  the 
part  of  our  r;ovcrnncnt ,  but  on  tho  part  of  individuals, 
W©  must  learn  the  great  truth  that  man  can  cultivate  the 
beautiful  and  make  money  at  it.  The  econo;:]ic3  of  the 
country  home  take  in  the  flowers  and  trees  ,  as  well  as 
the  beets  and  the  turnips."  -  Powell,  "The  Country  Home'J 

XVIII  ^  Some  Planting  Material, 

The  f  ollowinr;  list  of  tress  ,  shrubs  and  vines  was  prepared  by 
Miss  Katharine  D.  Jones  of  the  Diviaioo  of  Landscape  Gardening  and 
Floriculture  ,  College  of  As^riculture  ,  University  of  California.  It  is 
necessarily  brief ,  and  includes  the  material  that  is  hardy  and  usable 
practically  over  the  entire  stater 
1.  Seven  Goods  Trees. 

a,  Big-Leaf  Maple  (Acer  macrophyllum) 

A  native  tree  which  grows  quickly  if  given  care  and 
water.  It  loves  best  deep,  moist  soil  and  will  give 
abundant  shade  from  the  hot  sun. 

Propagated  by  seeds  sown  as  soon  as  ripe, 

b,  Canary  Pine  (Pinus  canariensis) 

No  other  pine  seems  to  thrive  so  well  throughout 
the  state  as  this  species.  It  is  handsome,  long-lived, 
clean,  groups  well  with  almost  any  other  tree  and  seems 
to  fit  our  landscape.  While  it  is  not  in  .^eality  so 
handsome  as  our  native  Monterey,  the  latter  is  too 
short-lived  to  warrant  a  general  use  throughout  the 
state. 

Propagated  by  seeds ,  which  may  be  slightly  filed  to 
admit  water, 

c,  Deodar  Cedar  (Cedrus  deodara) 

This  beautiful  tree  thrives  in  all  parts  of  Cali- 
fornia and  can  not  be  too  vddely  planted.  It  is  very 
trim  and  formal  looking  in  youth  and  pleases  by  its 
symmetry,  while  in  age  its  majestic  size  and  beauty 
adds  to  any  school  that  has  ample  grounds  for  it.  The 
luwer  branches  should  never  be  psruned  but  be  allowed 
to  sweep  the  grcu*id.  It  is  sometimes  used  as  an  avenue 
tree,  especially  in  So.  California,  but  in  that  case 
should  have  ajnple  space  to  grow  its  lov;er  branches. 

It  is  propagated  by  seeds. 


.eqxn" 


-19- 

d.  Incense  Cedar  (Librocedrus  decurrens) 

This  native  tree  is  quite  rapid  in  growth 
and  as  it  is  easily  transplanted  it  can  be 
removed  froir,  the  wild  and  set  in  the  school 
yard.  It  will  thrive  in  most  soils  if  given 
good  drainage  and  makes  a  most  beautiful  speci- 
men with  its  evergreen  fragrant  leaves. 

Propagated  by  seeds. 

e.  Lawson  Cypress  (Chamaecyparis  lawsoniana). 

This  is  another  of  our  native  trees  which 
is  very  ornamental  and  should  be  included  in  our 
school  grounds.  There  are  many  horticultural 
forms  from  each  of  which  we  may  select  something 
for  varying  use.  Some  are  dwarf ,  others  extreme- 
ly slow,  hence  adapted  to  tub  planting,  and  still 
others  pyramidal  and  adapted  to  formal  gardens. 

It  is  propagated  by  seed ,  and  the  rare 
varieties  by  graftage. 

f.  Magnolia  (Magnolia  grandiflora) 

This  tree  is  very  attractive  with  its  glossy 
green  leaves  and  its  fragrant  flowers  which  are 
followed  by  red  fruits  in  the  wanner  regions  of 
the  state.  It  is  rather  dirty  on  a  lawn  as  it 
continually  drops  its  leaves  ,  but  on  unkept 
portions  of  the  grounds  this  is  no  objection. 
It  groups  well  with  the  English  laurel  (Prunus 
laurocerasus)  and  trees  with  that  type  of  leaf. 

Propagated  by  seeds  or  layerage. 

g.  Oriental  Sycamore  (Platanus  orientalis) 

'This  is  a  quick-growing,  deciduous  shade 
tree  that  loves  a  deep,  moist  soil  and  should 
therefore  have  an  abundant  supply  of  water  to 
make  its  best  growth.   It  is  especially  approp- 
riate for  school  grounds  sine©  it  was  under  the 
shade  of  the  Oriental  Sycamores  that  Greek 
philosophers  used  to  gather  to  study  and  teach. 

Propagated  by  seeds  or  by  hard  wood  cuttings 
in  fall, 
2,  Twrelve  Good  Shrubs. 

a,  Christmas  Berry  (Photinia  arbutifolia) 

One  of  our  most  attractive  native  shrubs  on 
account  of  its  dark  evergreen  foliage  and  its 
bright  red  berries.  It  groups  well  with  Coast 
Live  Oak,  Catalina  Cherry  and  Mahonia,  since  all 
are  drought  resistant  and  the  leaves  have  the 
same  shape  and  texture.  Set  the  Christmas  Berry 
next  to  the  oak  and  the  Mahonia  as  the  facer 
shrub. 

Not  only  does  the  Christmas  BeriTr  group  woll 
in  mass  planting ,  but  the  f  lov^ers  bloon  in  July 
when  most  needed  ,  and  the  berries  are  at  their 


-20- 

beet  from  late  fftll  until  Christmas  when  they  give  an 
attractive  color  note  to  the  landscape. 

Propagated  from  seed, 
h,  Conmon  Myrtle  (Myrtus  communis) 

This  is  a  neat,  free  blooming,  small  leaved 
species  that  may  be  ttsed  for  various  purposes ,   such  as 
for  pot  plants,  for  hedges  and  for  shrubbery  masses  • 
It  requires  some  watering,  hence  would  do  well  near  a 
lawn  or  in  sooe  situation  where  it  would  receive  care. 
It  groups  well  with  Abelia  grandiflora  and  with  the 
enall-leaved  Myrtle  (Myrtus  communis  nicrophylla) , 
Its  flowers  are  white  and  very  free  flowering. 

It  may  he  propagated  either  from  seeds  or  from 
euttings. 
e»  Gotoneoster  pannosa. 

Use  this  where  a  grey  foliage  herried  plant  is 
desired.  As  it  is  rather  erect  and  stiff  it  should  be 
placed  behind  a  facer  shrub.  Its  berries  are  a  good 
red  and  remain  on  the  bush  for  a  long  period. 

Propagated  by  seeds  or  cuttings, 

d,  Euonymus  japonicus. 

Desirable  for  its  foliage  effect  alone,  except 
in  such  localities  as  permit  its  fruit  to  develop,  . 
when  it  is  used  for  its  gorgeous  red  and  orange  ber- 
ries. Its  leaves  are  smooth  and  shining  and  therefore 
shed  dust  better  than  those  with  a  rough  surface.  It 
is  generally  used  as  a  filler  shrub  to  tie  together 
other  shrubs  of  similar  habit,  leaf  shape  and  texture. 
It  has  many  variegated  forms ,  much  beloved  by  nurseiry- 
men ,  but  these  should  be  used  with  caution  since  they 
are  accent  shirubs  to  be  set  only  here  and  there  to 
give  a  bright  touch  to  on  otherwise  monotonous 
planting. 

Propagated  by  cuttings  in  the  fall  or  in  the 
spring, 

e,  Italian  Yellow  Jasmine  (jasminum  humile) 

An  evergreen ,  everf lowering  shrub  that  grows 
readily  from  cuttings  and  for  that  reason  should  be 
easily  available  for  plant  propagation  work,  It  will 
grow  either  in  sun  or  shade ,  is  fast  growing  and 
should  be  used  as  a  background  in  mass  planting. 

f,  Js^anese  Quince  (Chaenomeles  japonica) 

This  hardy  plant  is  deciduous  and  blooms  before 
the  leaves  appear.  It  should  therefore  be  placed 
agai-nst  a  green  background  of  foliage  to  bring  out  tti 
color.  It  may  be  obtained  in  pink,  white  or  red  and 
perhaps  a  salmon  color. 

Propagated  by  hard  wood  cuttings  in  the  fall. 


f^xn 


3#a3     ,3 


::isrvrosi"     ,  '■ 


-21- 

g,  Mahonia  aquifolium  (Syn,  Berberis  aquifolium) 

This  is  attractive  both  in  fruit  and  flower;  and 
will  grow  either  in  sun  or  in  shade,  Aaron's  Beard 
(Hypericum  calycinum)  used  as  a  ground  cover  underneath 
it  at  Capitol  Grounds,  Sacramento,  looked  extremely 
well.  It  also  groups  v/eli  with  Islay  (Prunus  ilicifolia) 
and  with  Bex-beris  darwir.ii  and  Daphne, 
Propagated  by  seeds, 
h.  Pittosporum  tobira. 

This  is  useful  where  a  slow  growing  species  is 
required  and  nay  be  used  either  in  suu  or  shade.  It, 
together  with  its  variogated  form ,  is  much  used  in  the 
interior  valleys  where  it  thrives  wonderfully  well  and 
makes  a  good  group  with  Euonynus  japonicus  or  with 
Laurustinus  (Viburnus  tinus).  The  flowers  are  white, 
aging  yellowish,  and  are  very  fragrant. 
Propagated  by  seed, 
i,  Pyracantha  j;renulata. 

Every  school  ground  should  have  some  berried  plarjtj 
and  they  v;ill  grow  readily  either  from  seeds  or  cutting? 
They  may  be  kept  low  or  be  allowed  to  grow  tall,  and  if 
given  plenty  of  water  during  the  fruiting  season,  they 
will  revrard  you  with  a  brilliant  coloring  of  fruit. 
Berried  plants  should  be  set  in  an  inconspicuous  place 
but  against  a  background  of  good  green  that  will  act  as 
a  foil  for  the  fruit  when  ripe. 

Or  if  you  desire  an'orange  colored  fruit,  you  should 
select  P,  coccinea  lalandii ,  which  is  even  a  greater 
favorite  than  P.  crenulata,  since  its  foliage  is  more 
abundant . 
j,  Tamarix  parviflora. 

This  blooms  early  in  the  spring  and  has  an  airy 
effect.  Since  it  is  deciduous  it  should  be  placed  in 
an  inconspicuous  place  in  the  background  vrhere  it  will 
not  be  noticed  until  it  bursts  into  bloom  in  the  springs 
It  grows  readily  from  hard  wood  cuttings  in  fall  or 
soft  wood  in  spring,  and  should  be  in  every  school  yard 
where  plant  propagation  is  taught, 
(a)  Twn  shrubs  for  Hedges. 

(l)  Privet  (Ligustrum) 

For  hedge  plants  perhaps  you  cannot 
do  better  than  to  try  Privet,  securing 
from  your  local  nurseryman  the  species 
that  does  best  in  your  locality.  About 
the  Bay  Region  they  favor  L,  sinense  or 
L.  ovalifolium;  Santa  Barbara  boasts  of 
several  varieties  ii'hich  are  well  adapted; 
So,  California  selects  a  type  which  they 
have  named  L,  reevesiana  from  Mr.  E.eeves 
who  prop.'igated  and  distributed  it.  It  it 
small  leaved  and  does  not  burn  in  the  hot 
sun  as  do  some  of  the  other  types. 
Propagated  by  cuttings. 


■aat^-i 


;^ii'Uii>i; 


-22- 

(2)  Atriplex  breweri. 

This  is  a  quick  growing  shrub 
which  has  some  favor  as  a  hedge  plant 
since  it  is  easily  clipped  and  readily 
replaced  if  injured.  It  is  in  keeping 
with  the  brown  summer  aspect  of  our 
landscape  in  the  country  but  its  gray 
foliage  is  not  in  harmony  with  most 
cultivated  plants  in  the  garden.  It 
is  resistant  to  alkalis. dad  drought  but 
will  not  stand  much  frost ,  hence  will 
be  largely  restricted  to  Southern 
California  and  to  the  coast  region. 

Propagated  readily  by  cuttings, 
3.  Eight  Good  Vines, 

a,  Akebia  quinata, 

A  quick  growing  climber  which  is  ordinarily 
evergreen  here  but  drops  its  leaves  for  a  short  time 
in  regions  of  heavy  frosts.  It  is  much  admired  in 
the  eastern  states  and  can  be  variously  used  in 
California  either  for  fence,  lath  house,  pergola, 
summer  house  or  as  a  porch  screen.  It  is  hardy  and 
will  grow  either  in  the  sun  or  the  sh;  1e.  The  flow- 
ers are  maroon  and  rather  inconspicuous  but  the  chief 
vlaue  of  the  plant  lies  in  its  foliage  which  con- 
ceals or  drapes  and  yet  does  not  form  too  heavy  a 
mass. 

Propagated  by  seeds  or  cuttings, 

b,  Boston  lyy  (Parthenocissus  tricuspidata)  (Syn.  Ampelopsis) 

A  deciduous  ,  rapid  grov/ing  vine  which  climbs  by 
means  of  tendrils  with  adhesive  tips  and  is  very 
satisfactory  throughout  the  state.  It  is  decidedly 
popular  because  it  colors  up  well  in  the  fall  and  j, 
also  because  it  needs  no  support.  It  readily  cljjnbt 
walls  of  brick,  stone,  cement  or  ^-'ood  and  forms  a 
clean,  handsome  covering  that  intensifies  the  archi- 
tectural lines  of  a  house  without  concealing  them. 

Virginia  Creeper  (P.  quinquif olia)  may  also  be 
used  for  the  same  purposes  as  Boston  Ivy,  but  seems 
more  suited  to  low  fences  or  to  climbing  tall  trees 
since  it  forms  festoons  and  does  not  injure  the  bark 
of  trees  by  climbing  too  closely  to  it  as  does 
Boston  Ivy. 

Both  are  propagated  by  cuttings, 

c,  Bignonia  unguis-cati  (Syn.  B,  tweediana) 

This  plant  is  not  adapted  to  every  use  but  caia 
not  be  excelled  where  a  delicate  tracery  is  desired 
on  a  cement  or  stone  house.  Keep  the  plant  thinned 
30  that  it  will  send  out  a  new  growth.  It  is  ad:  •ot'. 
to  tall  houses  since  it  loves  to  climb  hiph,  "lut  it 
has  the  fault  of  droppirf;  its  lower  leaves  which  co 
demns  it  as  a  screen. 

Propagate  by  cuttings. 


lO    il 


:C7i,ti 


-23- 

d.  Evergreen  Trumpet  Creeper  (Phaedranthus  buccinatorius) 

(Syn.  BigKonia  ckerere) 
This  climbs  by  means  of  its  flat,  disk-like 
tendrils  and  is  especially  desirable  where  you  wish  a 
tall,  fast-growing  vine  v/hich  does  not  have  to  be  sup- 
pcrced.  It  attains  a  height  of  35  feet,  a  width  fully 
as  great,  and  is  free  blooiair.g  for  many  months  in  the 
year.  The  foliage  is  a  dark  green  which  is  a  good  foil 
for  the  red  flowers. 

There  seem  to  be  two  forms  of  this  species  ,  one 
with  smaller  leaves ,  further  apart  which  grows  readily 
from  root  cuttings  and  a  lai-ger  leaved,  larger 
f j.owered  form  which  is  a  much  better  loo^iing  plant  but 
more  expensive,  since  it  is  very  difficult  to  root 
from  cuttings  and  must  be  layered.  Cue  sells  for  25^ 
atid  the  other  for  >'.,50.  It  is  better  to  buy  the 
hig'^er  priced  one  since  it  is  well  worth  the  difference 
in  tiie  XoY,g   run. 

Since  this  species  is  tender  it  would  be  well  in 
the  hot  interior  valleys  to  substitute  for  it  the 
Chinese  Trv.^F^t  Creeper  (Caipcis  chinensis  ,  Synonym 
Teccraa  grp.ndJ.f  lora) .  In  such  regions  it  is  much  ueeJ 
to  climb  trsos  or  to  screen  porches  since  a  deciduous 
vine  is  needed  to  protect  from  the  hot  sun  in  summer 
and  to  let  in  the  warm  sur.?h5.ne  in  winter, 

e.  Jessamine;  Common  Jasmine  (jasminum  officinale) 

This  is  particularly  good  as  a  screen  vine  about 
school  buildings.  It  is  neat,  fragrant,  almost  ever- 
biooning  and  softens  harsh  lines  as  well  as  covers  up 
ur.s.".p,litlin(=!3S .  It  is  equally  good  on  fence,  pergola, 
summe-  house  or  as  a  porch  screenc 

Propagate  by  cuttings  of  ripe  wood  in  fall, 
f»  Hall's  Honeysuckle  (Lonicera  japonica  var,  Halliar.a) 

This  is  good  for  gefjeral  utilitarian  purposes, 
since  it  covers  well,  makes  a  thorough  screen  and  is 
rapid  grov'ing.  For  school  purposes  it  is  equally  sat- 
if factory  for  house,  porch,  out-buildings  or  enbank- 
men-'.s.  For  screen  purposes  it  may  be  grown  against  a 
chi-.;ksri  wire  suttjort  or  against  a  board  fence  or 
bui?' aing.  For  the  latter  use  it  must  be  held  in  p3.ace 
by  r.vjna  of  gt:e.-Lps,  It  will  grow  to  a  height  of  30 
feet  but  by  cli.pprig  may  be  kept  as  low  as  desired. 
It  is  hardy  and  evergx'een  except  in  regions  of  severe 
frost  when  it  is  apt  to  lose  its  foliage  for  a  short 
time.  It  should  >e  pri-ned  occasionally,  at  least  every 
tro  or  three  years  ,  to  prevent  the  accianulation  of  too 
mnch  dead  wood  and  dirt.  urA   also  to  produce  an  abun- 
dance of  flowers  which  bloom  on  the  new  wood.  The 
flcv^ers  ax-e  wbihe  ,  turna^iit,  to  buff  with  age.  The  foli- 
age is  a  ligh;.  green^   If  f'"r  any  reason  a  darker  greeK 
fcl:age  is  de&ii'eJ ,  you  should  use  Lonicera  japonica 
chii.<ei:si3  which  may  be  recognized  by  the  purple  color 
of  the  under  sldss  of  j  e  A'es  und   especially  by  the 
purple  veins;  also  by  the  fio^'ers  being  tinged  with  rer 


JiT  fWiSKSV-d 


■  V.O       :■,»  i 


:5i5aar 


ii'>   o: 


-24. 

on  the  outside.  Both  are  well  distributed  throughout 
the  state  ,  and  in  feet ,  are  often  interchanged 
trnknowingly  hy  nurseryaen. 

Propagate  -ly  cuttings. 
g.  Passion  Flower  (Pasdiflora  caerulea) 

This  is  a  very  satisfaatory  vine  where  a  quick 
growing  screen  is  desired  since  it  covers  completely 
without  becoming  too  ranpt.nt ,  as  do  many  of  the  other 
passion  vines.  It  is  pleasing  both  in  foliage  and  in 
its  blue  tinged  flowers ,  though  if  another  color  is 
deeired  the  white  form,  Constantine  Elliott,  may  be 
usedv 

It  is  hardy  and  may  be  propagated  either  by  seeds 
or  by  cuttings, 

Accordi.ig  to  legend,  this  is  the  plant  found  in 
S.  America  by  the  Spaniards  and  called  the  Passion , 
Flo'.'er  r.iace  "they  saw  in  its  several  parts  the 
emblems  of  the  passion  of  our  Lord"  ,  the  styles  repres- 
enting nails,  the  corona  the  cross  of  thorns  and  some 
reddish  blotches  under  the  corona,  drops  of  blood,  I^ot 
only  had  the  flowers  been  peculiarly  marked  in  this 
manner  but  the  leaves  also  had  round  spots  underneath 
v/hich  they  interpreted  to  mean  money,— the  thirty 
pieces  of  silver, 
h.  Potato  Vine  (Solanum  jasminoides) 

A  rapid  grov/ing  vine,  especially  ix'   Southetb  Cali- 
fornia where  specimens  at  the  San  Diego  Exposition 
greiv  30  feet  in  two  years.  It  does  not  usually  screen 
heavily ,  hence  use  where  you  wish  only  partially  to 
hide  or  to  adorn.  It  grows  in  this  state  from  north 
to  south,  but  the  foliage  is  apt  to  turn  red  in  winter 
during  heavy  frosts.  The  flowers  are  everblooniir.q; ,  anO 
bluish  in  color,  but  there  is  also  a  white -flowered 
form  which  is  even  more  attractive  than  the  type  sine? 
its  foliage  is  more  abundant.  Do  not  use  on  chicken 
wire  expecting  to  screen  out-houscs  since  it  is  usual- 
ly leafless  for  several  feet  above  the  ground  and  doos 
not  conceal. 

Propagate  by  cuttings. 


■lit. 


r^U-3    X""     ^■- 


25 


A.— GARDEN  PLANS 


'  3  ?    5 


ff         .      i     ?     8       S  S 


5     i 


s 


tin!  ! 


<5V<9' 


«' 


^   B    I 


M 


S   I 


It  is  hardly  necessary  to 
emphasize  the  need  of  a  plan 
for  the  school  garden.  The 
garden  should  be  laid  out  on 
paper  with  the  children  in  the 
schoolroom.  For  one  thing, 
this  will  save  time  and  con- 
fusion when  the  actual  garden 
work  is  done.  The  plan  on 
paper  will  also  serve  as  a  rec- 
ord for  the  next  year  in  plan- 
ning rotation  of  crops.  Good 
farm  practice  recognizes  the 
value  of  a  good  crop  rotation. 
The  school  garden  (and  home 
garden  as  well)  should  illus- 
trate sound  farming  practices. 

Some  of  the  factors  to  be 
considered  in  planning  are 
ease  of  cultivation  and  irriga- 
tion; economy  of  space — the 
utilization  of  every  available 
inch  of  ground  ;  kinds  of  vege- 
tables to  be  grown;  the  num- 
ber of  children  doing  garden 
work  and  their  management 
by  the  teacher. 

The  questions  to  be  decided 
in  advance  by  the  teacher  are : 

1.  Shall  I  use  the  individual 
plot  system? 

2.  Shall  I  use  the  dual  plot 
system  ? 

3.  Shall  I  use  the  community 
plot  system  ? 

Shall  I  use  the  long  row 

system  ? 
Shall  I  use  a  combination 
of  the  long  row  and  the 
community  systems  ?  See 
pages  8  and  9. 
The  plan  on  this  page  shows 
two  plots  of  ground  of  equal 
area,  18  ft.  by  72  ft.  On  the 
left  the  area  is  divided  into  ten 
plots,  each  6  by  18  feet.  The 
right  area  shows  the  long  row  system  which  may  be  used  as  a  community  garden  or  for  individual 
assignment  of  a  row  or  parts  of  rows.  One  plot,  6  by  18,  is  shown  planted  to  the  same  kinds  of 
vegetables  as  are  planted  in  the  area  with  long  rows. 

Which  arrangement  shows  better  farm  practice  in  the  utilization  of  ground? 
How  many  more  feet  of  each  vegetable  is  grown  in  the  long  row  than  in  the  combined  short 
rows  in  the  individual  plots? 

How  much  ground  in  total  area  is  lost  in  paths  in  the  individual  plot  arrangement? 
Which  arrangement  is  easier  for  irrigation? 


4. 


5. 


SB'- 


26 


C'la- 


6''ia' 


PLOT 


The  diagram 
7  on  this  page 
shows  one  meth- 
od of  garden 
planning  to  util- 
ize the  ground 
used  by  the  stu- 
dents' garden  class 
on  the  University 
Campus.  The  diag- 
onal on  the  right  is 
the  line  of  a  fence 
bounding  a  roadway. 
This  plan  is  not  used 
in  actual  garden  prac- 
tice. It  is  used  only  for 
classroom  discussion  of 
some  of  the  possible  ad- 
ministrative problems  in 
garden  planning  and  man- 
agement. The  plan  as  used 
for  the  same  area  of  ground 
is  shown  on  the  next  page. 
The  garden  site  has  a 
gentle  southern  slope — steep 
enough  for  excellent  irriga- 
tion practice,  with  a  full  south 
and  west  exposure.  Because  of 
local  fog  conditions  the  east  ex- 
posure is  of  no  consequence  so 
far  as  early  morning  sunlight  is 
concerned.  The  garden  is  pro- 
tected from  the  "northers"  (the 
most  trying  local  breeze)  by  a 
gentle  elevation  covered  with  trees 
and  shrubs.  See  illustrations  of 
students  at  work  on  following  pages. 
Space  will  not  permit  of  a  discussion  of  all  the  administrative  problems  connected  with  a  plan 
like  this.  However,  if  a  teacher  has  a  gardenin<r  class  of  twenty  pupils  and  wishes  to  use  the 
individual  plot  system,  the  diagram  offers  probably  as  good  a  plan  as  any.  The  triangular  space 
may  be  used  as  indicated,  a  plot  belonging  to  the  entire  class  where  certain  crops,  as  the  vine 
crops,  or  certain  perennials  as  rhubarb,  asparagus,  etc.,  may  be  grown. 

It  is  not  believed  that  a  plot  6  by  18  feet  is  too  large  for  pupils  in  either  the  6th  or  the  7th 
or  the  8th  grade.  We  mu«t  get  away  from  the  .'^  by  4  plot,  the  grave  mound  phase  of  gardening 
— the  pontage  stamp  phase  of  agriculture.  Many  boys  and  girls  in  their  home  war  gardens 
cultivate  a  much  larger  plot.  Even  pupils  in  the  first  two  grades  will  grow  much  better  plants 
under  like  conditiouH  in  long  rows  than  they  will  in  cute  little  squares.  The  school  garden 
as  a  phase  of  educational  productive  agriculture  in  methods  and  results  should  make  a  strong 
appeal  to  the  average  patron  as  something  really  worth  while.  However,  there  still  remains  the 
question  of  the  prarticability  of  the  individual  plot  system  when  there  is  taken  into  consideration 
economy  of  space,  ease  of  cultivation  and  irrigation,  sound  principles  of  agricultural  practice, 
and  the  fundamental  purposes  of  the  school  garden. 


■49lr- 


27 


The  diagram 
(in   this  page 
shows  the  actual 
plan  of  work  for 
the  students '  gar- 
den  ela&s  on  the 
Campus  of  the  Uni- 
versity.     The    long 
row  system  is  used 
to  illustrate  processes 
of  tillage  in  the  prep- 
aration of  the  seed-bed, 
seed  sowing,  cultivation 
and  irrigation.     To  be 
sure,  there  is  practiced 
rotation  of  crops.     The 
same  vegetable  does  not 
grow  on  the  same  ground 
two   years    in   succession. 
Thus    in    1918,    the    vine 
crops,    pumpkins,    squash, 
etc.,   were  grown   far  over 
toward  the  left  side  of  the 
plot.  So  far  as  the  placing  of 
rows  of  particular  vegetables 
is  concerned  there  must  be  a 
new  plan  for  each  year.     The 
planting     plans     of     previous 
years  are  saved  for  reference. 
Practically  no  succession  of  crops 
is  provided  for — nor  companion 
cropping.     A  partial  justification 
of  this  neglect  of  not  working  the 
soil  to  its  limit  lies  in  the  fact  that 
there  are  three  gardens,  the  spring 
garden  for  the  regular  students ;  the 
the  autumn  garden  for  the  regular 
succession"  when  it  is  recalled  that  with 


and 


mid-summer  garden  for  Summer  Session  students; 
students.  It  has  been  found  that  this  gives  enough 
our  open  climate  many  vegetables  can  be  grown  all  the  year  round. 

The  garden  is  used  not  only  as  a  demonstration  plot  to  illustrate  sound  principles  in  agricul- 
tural practice,  but  also  a.s  a  laboratory  to  grow  materials.  So  a  few  plants  are  grown  each  year 
for  informational  purposes.    The  aim  is  to  grow  the  best  plants  possible,  each  good  of  its  kind. 

The  garden  is  a  community  project,  students  working  out  each  phase  of  the  process.  There 
are  two  or  three  good  reasons  why  this  seems  to  be  the  best  way.  The  garden  period  in  the 
schedule  comes  but  once  a  week  and  is  three  hours  long.  The  soil  is  a  heavy  adobe.  If  spaded 
up  and  allowed  to  remain  very  long  it  becomes  very  difficult  to  get  into  fine  tilth  for  seed  sowing. 
Moisture  escapes  and  the  clay  becomes  hard.  The  immediate  administrative  problems  is  to 
decide  how  wide  a  strip  of  ground  running  the  entire  length  of  garden  can  be  prepared  and  sown 
in  one  laboratory  period.  If  the  task  today  is  to  put  in  four  rows  of  onions,  then  all  work  together 
to  get  the  seed  bed  in  right  condition  and  sow  the  four  rows  of  onions.  And  so  on  for  successive 
days  until  the  garden  is  finished.  For  the  past  two  years  the  crops  have  been  harvested  for  the 
benefit  of  the  Berkeley  Red  Cross. 

The  long  row  system  has  the  merit  of  economy  of  space,  ease  of  cultivation  and  irrigation,  and 
is  based  on  sound  agricultural  practice.  Processes  can  be  taught  to  all  by  the  teacher ;  the  harvest 
is  for  the  common  good,  leaving  to  the  home  garden  the  development  of  individual  enterprise. 


28 


B.— SOIL  PREPARATION 


The  picture  ou  this  page  shows  boys  at  work  on  a  vacant  lot,  the  school  garden  site  across  tlie 
street  from  the  schoolhouse.    The  time  is  early  spring. 

I.  Spring  Preparation.— The  immediate  steps  (if  no  garden  work  was  done  the  previous  year) 
are:  Ist,  Clean  off  the  rubbish  if  there  be  any.  2nd,  When  the  ground  is  in  the  proper  condition 
for  working,  plow  to  the  depth  of  ten  inches  if  a  team  can  work  on  the  karden  site ;  if  not  then 
it  must  be  dug  up  with  forks  to  the  full  length  of  the  tines.  3rd,  Work  the  soil  down  to  a  fine 
tilth  with  rakes  to  hold  the  moisture. 

II.  Fall  I'rtparation. — The  soil  of  the  vacant  lot  shown  in  the  picture  is  a  heavy,  sticky,  clay 
adobe,  almost  too  difficult  for  children  to  work.  It  needs  improvement  to  make  the  garden  work 
a  pleasure.  The  time  to  begin  .soil  improvement  for  this  particular  type  of  soil  is  not  the  week 
before  the  seeds  are  to  be  sown  but  in  the  fall  after  the  crop  has  been  harvested.  This  particular 
type  of  soil  needs  lime  and  organic  matter. 

1.  Lime:  Previous  references  reveal  the  value  of  lime  as  a  soil  amendment,  its  effect  on  soil 
stnieture.  (In  addition  see  Circidar  No.  Ill,  Lipman,  The  Use  of  Lime  and  Gypsum  on  Cali- 
fornia Soils,  College  of  Agriculture,  University  of  California).  Only  practical  directions  as  to 
form  of  lime  to  use,  how  much  to  apply,  and  time  of  application  are  considered  here. 

(o)  Burned  or  caustic  lime  is  the  best  form  to  u.se  on  the  garden.  Diligent  care  must  be  taken 
that  the  lime  does  not  come  in  contact  with  skin  or  clothing. 

(b)  Lime  should  be  applied  at  the  rate  of  two  tons  per  acre.  The  lot  shown  in  the  illustration 
b  50  by  130,  about  one-seventh  of  an  acre.    This  would  require  600  pounds  of  lime. 

(r)  The  best  time  to  apply  is  after  the  first  good  rain.  Spread  evenly  over  the  surface  with 
a  shovel  and  immediately  hoe  or  rake  it  in  so  the  wind  will  not  blow  it  away. 

2.  Organic  Matter:  Preceding  outlines  and  references  give  full  explanation  of  the  value  and 
relation  of  organic  matter  to  soil  fertility  and  structure.  When  and  what  organic  matter  to 
■pply  is  the  practical  consideration  here. 

(a)  fi.r  this  siw  lot  and  type  of  soil  four  gocMl  big  loads  of  fresh  stable  manure  with  plenty 
of  straw  niix(<l  with  it  (bedding  for  horses  and  cattle)  .should  be  evenly  spread  over  the  ground. 
Do  this  about  a  month  after  the  lime  was  applied. 


29 

(h)  Plow  this  manure  under  to  the  depth  of  ten  inches.  If  site  will  not  permit  use  of  team 
with  plow,  then  spade  (fork  probably  too  light,  depends  on  moisture  condition)  under  the  same 
depth.  The  soil  will  turn  up  in  great  clods.  No  matter,  leave  it  so  to  soak  up  the  winter  rainfall. 
The  manure  is  rotting,  the  lime  is  acting  and  a  great  reservoir  of  water  is  accumulating. 

3.  Without  lime  or  manure :  Even  if  no  lime  and  manure  are  applied,  surely  the  ground 
.should  be  opened  up  to  take  in  the  rain.    Otherwise  the  most  of  it  runs  off  the  hard  surface. 

III.  Next  Spring  Preparation. — As  soon  as  moisture  conditions  will  allow,  plow  or  fork  ten 
inches  deep.  Work  down  fine  with  rakes  to  hold  moisture.  If  this  be  done  well  certain  crops  can 
be  grown  without  subsequent  irrigation,  providing  the  growing  plants  have  proper  cultivation. 

IV.  During  Subsequent  Years. — One  swallow  doe.s  not  make  a  summer  and  one  application  of 
lime  and  organic  matter  will  not  wholly  transform  an  adobe  soil.  It  is  possible  but  not  probable 
that  too  much  manure  may  be  applied  to  a  school  garden.  There  is  no  danger  of  applying  four 
loads  annually  to  a  plot  50  by  130  if  heavy  crops  are  taken  off  each  year.  As  for  lime  one 
application  at  rate  indicated  above  once  in  two  years  for  three  or  four  applications  will  be 
ample.    Teach  the  children  the  value  of  a  sound  system  of  soil  improvement. 

V.  Sandy  and  Loam  Soils. — Improvement  of  sandy  soils  has  been  discussed.  (See  outlines). 
Other  things  being  equal,  good  tillage  is  about  all  that  is  necessary  for  a  good  loam.  To  be  sure, 
sandy  and  loam  soils  may  need  line,  not  .so  much  to  improve  the  soil  .structure  as  to  correct 
acidity.  For  garden  purposes  both  types  will  always  need  organic  matter.  If  barnyard  manure  is 
scarce,  green  cover  crops  (preferably  the  legumss)  can  be  grown  on  these  types  if  plowed  under 
at  the  right  time  and  in  the  right  way. 


'Meet  to  the  mark  are  my  furrows  full-set." 


To  be  able  to  plow  a  clean, 
straight  furrow  and  turn  a 
.square  corner  has  a  deep  moral 
significance.  It  is  also  evi- 
dence that  the  worker  takes 
pride  in  his  work. 

Good  plowing  is  an  art  and 
the  ploughman  may  become 
an  artist.  For  "art  is  the 
well-doing  of  what  needs 
doing."  There  is  no  more 
important  process  in  sucees.s- 
ful  farming  than  good  plow- 
ing. High  standards  of  ex- 
cellence should  inspire  chil- 
dren in  garden  work.  Do  as 
neat  a  job  as  this  with  the 
spading  fork.  Some  day  .some 
man  with  a  vision  will  write 
an  appreciation  of  the  plow  as 
the  fundamental  tool  in  civil- 
lization. 


30 


r.— GARDEN  OPERATIONS 


Good  tools  are  a  means  of 
education  if  properly  handled 
and  cared  for.  There  is  no 
pleasure  in  working  with  a 
rusty  and  dull  implement.  A 
grower  of  plants  need  not  be 
a  slave  to  the  hoe.  Thought 
must  go  with  the  use  of  a 
machine.  There  is  a  right  way 
in  u.sing  every  garden  tool 
shown  in  this  illustration. 

Tools  for  tillage  are  of 
two  general  classes.  One  class 
includes  all  necessary  in  the 
cultivation  of  the  crop,  or  the 
tillage  of  maintenance.  The 
rake,  hoe,  hand  weeder  and 
trowel  belong  in  this  class.  In 
cultivation  to  destroy  young 
weed.s  and  especially  for  con- 
servation of  moisture  no  tool 
excels  the  rake.  ' '  Water  your 
garden  with  the  rake"  is 
sound  advice. 


The  one  fundamental  operation  in  agricul- 
ture orgardening  is  stirring  and  mixing  the  soil. 
The  man  in  the  furrow  grasping  the  handles  of 
hi8  plow  stands  at  the  threshold  of  agriculture. 
Likewl«e  the  boy  with  the  fork  stands  at  the 
threshold  of  gardening.  Turning  over  the  soil 
may  be  a  deadening  exercise.  But  it  is  possible, 
thrimgh  training,  to  acquire  a  spiritual  con- 
tact with  nature.  The  soil  then  becomes  the 
holy  earth  and  it«  control  is  full  of  satisfaction. 

Daniel  Welwter  said:  "When  I  have  hold 
of  the  handles  of  my  big  plow  in  such  a  field 
aa  this,  with  four  yoke  of  oxen  to  pull  it 
through.  an<l  hear  the  nwts  crack,  and  see  the 
Htiini|w  all  go  under  the  furrow,  out  of  sight, 
and  ohHene  the  clean,  mellowed  surface  of  the 
[»l<iwe<!  land.  I  ^-el  more  enthusiasm  over  my 
nchievem«-nt  than  comes  from  my  encounters 
in  public  life  at  Washington." 

liater  on  in  other  illustrations  will  be  em- 
phasiztHl  the  run-e  of  btauh/  in  laiKlscape  art. 
If.  as  Millet  claimed,  beauty  is  expression,  in 
''  iiHcful  thing  in  the  right  way,  then 

I '  V  rt  in  digging  in  the  garden.  The  curve 
of  braiK  I  II  this  figure  of  the  boy  digging  is 
a  line  Im-kii  iiini;  at  the  iMiy's  collar,  nuining 
along  liJH  buck  and  tiTniinalintf  at  bis  right  heel. 


"Hbttckani 


31 


The  preceding  illustration  shows  the  first 
operation  the  fork  forced  into  the  ground  the 
full  length  of  its  tines.  The  second  is  to  lift 
the  forkful  of  earth,  invert  it,  and  hit  it  two 
or  three  smashes  with  the  back  of  the  fork  to 
pulverize  the  big  clods.  A  good  plow  inverts 
the  furrow  slice  and  covers  trash.  It  must 
also  do  a  part  of  the  '* fining"  of  the  soil  and 
leave  it  in  such  a  condition  that  the  harrow 
can  finish  the  work  in  the  most  effective  man- 
ner. Pulverizing  each  forkful  makes  it  easier 
to  use  the  rake  most  effectively. 

This  is  all  the  more  necessary  for  this  par- 
ticular type  of  soil,  which  is  a  heavy,  sticky, 
waxy  adobe.  The  lump  on  the  boy's  fork 
faintly  reveals  its  character.  There  is  a 
"psychological  five  minutes"  when  this  type 
of  soil  may  be  handled  with  a  near  ea.se  and 
pretended  pleasure.  It  needs  lime  and  organic 
matter. 


If  the  soil  were  turned  up 
in  big  lumps  and  allowed  to  lie 
so  for  a  few  hours  or  until  the 
next  day,  the  wind  and  sun 
will  have  evaporated  the  mois- 
ture and  the  lumps  of  this  kind 
of  soil  become  almost  as  hard 
as  rock.  Consequently  the  soil 
should  be  fined  down  with  the 
rake  at  the  close  of  each  dig- 
ging operation.  Do  not  wait 
too  long  to  use  the  rake.  The 
importance  of  this  phase  of  the 
preparation  of  the  seed-bed 
cannot  be  overestimated. 

There  is  also  the  art  of  rak- 
ing. Notice  the  curve  of  beauty 
in  this  figure.  The  utility  of 
the  hinge  joint  at  the  elbow 
and  the  play  of  muscles  in  the 
arm  are  left  to  the  imagina- 
tion of  the  observer. 


32 


The  soil  appears  in  excellent  tilth  "on 
the  surface."  The  next  step  is  to  locate  the 
rows  and  determine  distances  between  the 
rows.  A  planting  guide  as  printed  in  any 
reliable  seedman's  vegetable  garden  manual 
is  invaluable  for  the  beginner. 

A  straight  line  is  the  shortest  distance  be- 
tween two  points.  For  one  thing  it  is  economy 
of  ground  to  grow  straight  rows  of  plants. 
Straight  rows  are  easier  to  cultivate  and  to 
irrigate  especially.  The  appearance  is  much 
better  when  plants  are  growing.  High  stand- 
ards of  excellence  should  be  maintained  in 
the  mechanics  of  seed  growing  as  well  as  in 
the  mechanics  of  writing  or  drawing  in  the 
schoolroom. 


The  ground  did  appear  in  very  good  con- 
dition "on  the  surface."  The  making  of  the 
seed  furrow  revealed  that  the  "fining"  of  the 
■oil  by  the  rake  is  not  quite  deep  enough.  The 
finer  the  soil  particles  in  contact  with  the  seed 
the  better.  The  root  hair  of  a  growing  plant 
cannot  easily  get  its  food  from  a  clod.  Too 
much  emphasis  cannot  be  placed  upon  the 
necessity  of  a  deep,  mellow  seed-bed.  How- 
ever, considering  the  nature  of  the  soil,  the 
boys  made  ko<k1  use  of  that  "psychological 
five  minutes." 

This  is  one  way  only  of  making  the  seed 
furrow.  It  is  not  a-s  easy  as  it  looks,  to  keep 
the  point  of  the  hoe  under  the  line  and  to  make 
a  clean,  straight  furrow  without  disturbing 
the  line. 

"Meet  to  the  mark  are  my  furrows  full- 
set"  may  b«>  expresHed  by  this  lM)y  with  the  hoe 
as  well  as  by  the  man  over  his  plowing,  as 
shown  on  bottom  of  page  29. 

Note  that  the  rake  when  not  in  use  lies 
"points  down." 


33 


How  deep  must  seeds  be  planted  ?  A  com- 
mon rule  is  to  put  seed  into  the  ground  to  the 
depth  of  twice  the  longest  diameter  of  the 
seed.  But  as  the  gardener  must  co-operate 
with  nature,  w-hose  mood  varies,  other  factors 
than  the  size  of  the  seed  must  be  considered. 
The  depth  also  depends  ujjon  the  condition  of 
the  soil  as  to  fineness  and  moisture,  the  tem- 
perature of  the  air  and  soil,  and  the  way  the 
seed  germinates.  These  things  are  learned  by 
observation  and  study. 

The  seed  should  be  planted  thick  enough  to 
insure  a  good  stand.  When  planted  fairly 
thick  the  combined  action  of  several  seedlings 
can  break  through  the  crust  of  earth  (possible 
after  a  shower  of  rain)  easier  than  a  single 
plant.  Of  course,  the  plants  should  be  thinned 
to  the  proper  distance  apart  in  the  row. 


If  the  soil  is  in  the  right  condition  as  to 
fineness  and  moisture  and  if  the  seed  furrow 
was  made  to  the  right  depth,  then  enough  fine 
soil  should  cover  the  seed  to  fill  the  furrow. 
The  soil  over  the  seed  should  be  firmed  with 
the  hoe  as  the  boy  is  doing.  T^his  packs  the 
fine  particles  of  soil  around  the  seed  and  thus 
restores  capillary  action  and  excludes  the  air 
while  the  seed  is  germinating.  If  the  soil  were 
not  firmed  air  would  enter  in  between  the  loose 
particles  and  evaporate  the  moisture. 

The  degree  of  firmness  over  the  seed  de- 
pends upon  the  character  of  the  soil.  Light 
sand  and  loam  with  plenty  of  organic  matter 
will  permit  more  pressure  in  firming.  Heavy 
clay  soils  (with  much  moisture)  will  permit 
gentle  pressure  or  none.  If  a  crust  tends  to 
form  (after  a  rain)  this  .should  be  broken 
gently  with  a  rake. 


i^.V^L'^'/^ 


34 


Ikrioation:  As  has  been  stated,  if  the  preparation  and  improvement  of  the  soil  has  been  of 
the  right  eharaoter.  and  if  the  cultivation  of  the  growing  plants  is  such  to  maintain  the  earth 
mulch  and  thus  conserve  moisture,  an  early  spring  garden  of  certain  vegetables  can  be  matured 
without  irrigation.  A  few  others  may  be  matured  later  in  the  summer  without  resort  to  irriga- 
tion. All  this,  however,  presupposes  a  perfection  of  husbandry  possibly  quite  beyond  the  average 
chihl  and  for  whcxtl  garden  conditions.     Hence  the  need  of  the  application  of  some  water. 

The  sprinkling  can  has  a  very  limited  use  in  California  vegetable  growing.  The  ground 
muHt  be  8oaked  with  moisture  where  the  roots  are  and  where  the  fine  root  hairs  are  feeding. 

The  long  row  system  of  gardening  permits  an  irrigating  furrow  to  be  made  the  entire 
length  of  the  row  near  where  the  roots  are.  This  can  be  done  with  the  corner  of  the  hoe  blade. 
Then  turn  the  water  in  and  permit  it  to  How  gently,  thus  giving  time  for  the  moisture  to  soak 
down  to  the  lM)tfoni  of  the  riK)ts.  In  the  illustration  a  boy  is  using  a  sprinkling  can  (spray 
removed)  to  pour  watiT  into  the  furrow.  Thorough  cultivation  should  follow  at  tiie  proper 
time. 


35 


^.^^f^'-^iim 


•The  above  illustration  shows  a  vacant  lot  school  garden.  It  is  the  kind  of  a  school  garden 
that  appeals  to  the  public  taxpayer  and  school  official.  It  shows  good  farm  management  in 
that  there  is  no  waste  land.  Every  inch  of  ground  is  utilized.  A  narrow  path  leads  across  the 
lot.  An  old  bay  mare,  which  the  writer  used  with  a  single  line  and  a  double  shovel  in  his  first 
corn  cultivation,  could  walk  in  a  path  sixteen  inches  wide.  Boys  and  girls  can  acquire  the 
same  dexterity. 

Again,  long  rows  lead  across  the  field  in  either  direction  from  the  path.  This  makes  it  easier 
for  irrigation  and  cultivation. 

Good  agricultural  practice  is  shown  in  the  absence  of  weeds,  soil  in  good  tilth,  and  plants  in 
thrifty  growing  condition. 

The  boy  with  the  hoe  and  the  girl  with  the  hoe  manifested  pride  and  pleasure  in  the  farm. 

"Dux  femina  facti," — A  woman  was  the  leader  of  the  enterprise — ^.said  the  Latin  poet  Vergil. 
This  was  not  said  in  connection  with  school  gardening  nor  agriculture,  although  he  sympathized 
with  agriculture  and  wrote  about  it.  But  in  the  garden  enterprise  shown  above  a  woman  is  the 
leader.  She  is  the  teacher  in  command  of  a  platoon  of  the  Army  with  the  Hoe,  the  Children's 
Crusade  in  increasing  food  production  to  help  win  the  war. 


36 


The  girl  with  the  hoe  in 
her  bean  growing  project,  a 
war  garden  in  her  backyard. 
Health,  grace  antl  skill  arc 
Rhown  in  the  worker  and  her 
work.  She  also  has  rabbits 
and  poultry.  This  will  not  of 
itself  win  the  war.  But  it  will 
help.  If  this  girl  could  be 
multiplied  by  two  million 
other  girU  and  boys,  many  of 
whom  are  wors«>  than  idle  dur- 
ing the  long  vacation,  it  would 
mean  a  hig  help  in  footl  pro- 
duction. 


Extremes  in  education 
sometimes  work  together  for 
a  common  purpose.  This  illus- 
tration shows  the  vacant  lot 
war  garden  cultivated  by  a 
.school  principal  and  his  jan- 
itor. One  aim  is  to  show  that 
certain  crops  can  be  grown  on 
this  type  of  soil  (heavy  black 
adobe)  without  irrigation. 
Crop  of  potatcK's,  sweet  corn, 
and  beans  in  thriftj'  condition 
on  June  12. 


37 


A  potato  war  gardeu.     Kvery  incli  utilized. 
Bead  the  poem — Boy  with  the  Hoe. 


BOY  WITH  THE  HOE 

Say  how  do  you  hoe  your  row,  young  chap? 
Say  how  do  you  hoe  your  row? 

Do  you  hoe  it  fair, 

Do  you  hoe  it  square. 
Do  you  hoe  it  the  best  you  know? 
Do  you  cut  the  weeds,  as  you  ought  to  do? 

And  leave  what's  worth  while  there? 
The  harvest  you  '11  garner  depends  on  you ;    ■ 

Are  you  working  it  on  the  square? 

Are  you  killing  the  noxious  weeds,  young  chap  ? 
Are  you  making  it  straight  and  clean  ? 

Are  you  going  straight, 

At  a  hustling  gait. 
Are  you  scattering  all  that's  mean? 
Do  you  laugh  and  sing  and  whistle  shrill. 

And  dance  a  step  or  two. 
As  the  row  you  hoe  leads  up  the  hill  ? 

The  harvest  is  up  to  you. 

— Selected. 


Kaster  egg  shell  gardens  for  the  primary  people,  the  Little  Soldiers  of  the  Soil. 
Each  garden  may  cause  a  life  to  awalven  to  a  new  purpose. 


38 


Students  in  Agricultural  Education  of  the  University  of  California  receive  practical  training 
in  the  art  of  gardeninp  as  well  as  lectures  and  library  readings  on  what  may  be  termed  the  theory 
and  jK-dagogy  of  ganlening.  There  is  opportunity  for  garden  work  for  the  regular  session 
students  in  the  spring;  for  Summer  Session  students;  and  also  for  the  regular  session  students 
in  the  fall. 

The  illustration  above  shows  a  spring  garden  class  preparing  the  seed-bed.  The  plan  for  this 
particular  garden  is  shown  on  page  27.     Rotation  of  crops  is  practiced  from  year  to  year. 

The  soil  is  a  heavy  adobe.  Xo  soil  improvement  had  been  made  previous  to  this  particular 
class  work.  Since  then  a  plan  of  soil  improvement  is  being  carried  out,  in  the  main  as  outlined 
on  pages  28  and  29. 

The  spring  preparation  for  this  garden  consisted  only  of  plowing  the  ground  at  the  close  of 
the  rainy  season  and  dragging  (liarrowing)  it.  In  case  a  light  shower  of  rain  followed,  then 
the  disc  was  run  over  it  to  break  the  crust. 

The  class  then  forked  up  the  soil  to  the  full  length  of  the  fork  tines.  It  was  then  worked 
down  fine  as  possible  with  rake  and  hoe.  and  seed  planted.  Class  and  in.struetor  worked  together 
in  every  process. 

ProcesKs  are  worked  out  in  accordance  with  .sound  agricultural  practice.  There  is  no  more 
important  single  operation  in  farming  than  tillage  of  preparation.  Perhaps  more  gardens  fail 
along  this  line  than  from  any  other  phase.     The  tillage  should  aim  to  secure: 

1.  A  fine,  even  surface  of  the  garden,  so  that  equally  vigorous  plants  may  grow  over  the 
entire  an-a. 

2.  To  develop  a  deep,  mellow  seetl-bed.  a  fine  home  for  the  roots  of  plants,  with  a  large 
ctoragp  capacity  for  moisture  and  available  plant-food. 

'-i.  To  bring  alHuit  the  best  structural  condition  of  the  soil,  so  that  roots  of  the  crop  may  have 
fullert  dcvcliipment. 

The  tillage  of  maintenance  (cultivation)  must  destroy  the  weeds,  provide  for  proper  irrigation 
and  the  earth  mulch  for  consen-ation  of  moisture. 


39 


'ii|^' 

PS^ 

■5'^ 

-^«^ 

;    if 

Jl 

t,..>-. 

'1 

^  *^fli 

pf*] 

I   -   - 

^-•■■%^gA,yp-*»- --■-  "^ 

.''     '"    -Jt.' 

aamnfiHija, 

,':■         :^;' 

J   * 

'*& 

Class  transplanting  cab- 
bage plants  in  the  garden 
after  growing  them  in  flats  in 
the  greenhouse.  See  refer- 
ences on  Growing  Plants  for 
the  Garden  and  Transplant- 
ing, on  pag&s  7  and  8,  Part  II, 
The  Home  Garden  and  Vege- 
table Growing  Project. 


Cabbage  plants  six  weeks 
after  setting  out.  From  left 
to  right,  Brus,sels  sprouts. 
Broccoli,  Cauliflower,  Early 
Jersey  Wakefield,  Early  Flat 
Dutch,  Copenhagen  Market 
varieties  of  cabbage.  Long 
rows  make  for  ease  in  cultiva- 
tion and  irrigation. 


40 


J 


Here  is  shown  a  July  garden  by  the  Summer  Session  students — public  school  teachers — in 
Agricultural  Kducatiou.  The  ground  had  to  be  irrigated  before  it  could  be  dug  up  witli  forks. 
The  soil  was  worked  down  with  rakes  and  hoes  and  the  seed  furrow  made.  Water  was  run 
into  this  furrow  b«'fore  seed  was  sown;  the  seed  then  covered  lightly  with  dry  earth.  To 
insure  suflfieient  moisture  for  germination  a  small  furrow  was  made  (in  two  or  three  days  after 
planting  whmIk)  iM-tween  the  rows  of  plantings.  Water  was  turned  into  the  furrows  and  soil 
filled  with  moisture  under  the  seeds.  The  illustration  shows  the  class  cultivating  the  third  day 
after  the  irrigation. 


41 


Summer  Session  students,  in  addition  to  planting  a  garden,  get  some  practice  in  the  irriga- 
tion and  the  cultivation  of  growing  plants.  The  illustration  shows  a  spring  garden  planted  by  the 
students  of  the  Regular  Session.  It  is  now  being  worked  by  the  Summer  Session  students.  The 
path — the  only  one  in  the  garden — is  two  feet  wide  and  used  as  a  "  run  way ' '  by  many  persons 
not  connected  with  the  garden  class. 

The  emphasis  here  is  placed  on  deep  and  thorough  cultivation.  Read  the  classic,  "The  Man 
with  the  Hoe,"  in  Wickson,  The  California  Vegetables  in  Garden  and  Field. 

"There  is  little  grace,  we  admit,  in  the  attitude  of  the  Italian  market  gardener,  as  he  straddles 
the  row,  arches  his  back  and  grunts  as  he  sends  his  heavy  mattack  its  full  depth  into  the  soil 
around  the  plants.  The  American  with  his  fine,  new,  full-width,  bronze-shanked,  green-labeled, 
steel  hoe,  marching  along  the  rows,  touching  the  soil  with  disdain  as  ill  worth  exertion  on  his 
part,  is  a  much  hand.somer  picture.  But  the  Italian 's  plants  laugh  at  drought.  When  irrigated 
the  soil  takes  water  like  a  sponge  and  it  goes  plump  down  to  the  roots  of  the  plant.  Irrigate  the 
shallow-hoed  plat ;  a  pailful  will  run  a  rod  an  the  plant  root  gets  but  the  gurgle  of  the  water  as 
it  flows  along  the  surface  of  the  hard-pan  just  beneath  the  dust." 


42 


"In  all  the  range  of  vegetable  products  I  doubt  whether  there  is  a  more  perfect  example  of 
pleasing  form,  fine  modelling,  attractive  texture  and  color,  and  more  bracing  order,  than  in  a 
well-grown  and  ripe  field  pumpkin.  Place  a  pumpkin  on  your  table;  run  your  fingers  down  its 
■mooth  grooves ;  trace  the  furrows  to  the  poles ;  take  note  of  its  form ;  absorb  its  rich  color ;  .get 
the  tang  of  its  fragrance.  The  roughness  and  ruggedness  of  its  leaves,  the  sharp-angled  stem 
strongly  set.  make  a  foil  that  a  sculptor  cannot  improve.  Then  wonder  how  this  marvellous 
thing  was  bom  out  of  your  garden  soil  through  the  medium  of  one  small  strand  of  succulent 
■tern.".— Bailey  on  "The  Admiration  of  Good  Materials"  in  The  Hohj  Earth. 


"At  harvest  time  in  our  countrj*  I  hear,  or  imagine  I  hear,  a  sort  of  chorus  rising  over  all 
the  hills,  and  I  meet  no  man  who  is  not,  deep  down  within  him,  a  singer!  So  song  follows  work; 
so  art  grows  ont  of  life!"— Grayson,  Adventures  ni  Contentment. 


The  products  of  the  1918  student  garden,  about  one-quarter  of  an  acre  in  area,  netted  the 
B«rkeley  Bed  Crow  $3;i;3.94. 


43" 


D.— THE  SCHOOL  GARDEN  AND  LANDSCAPE  ART 


For  most  of  us  the  Expositions  held  at  San  Diego  and  San  Francisco  are  but  a  memory. 
One  lesson  to  be  learned  from  those  Expositions  is  the  artistic  arrangement  of  trees,  shrubs, 
flowers  and  vines  to  improve  the  environment  of  local  community  life.  The  school  garden  as  a 
means  of  beautifying  the  school  grounds  can  emphasize  the  "Exposition  Way"  in  plantings. 

The  basal  principles  in  landscape  art  along  natural  lines  are :  ' '  Open  Spaces, "  "  Plant  in 
Masses,"  and  "Curved  Line  Effects,"  sometimes  called  the  ABC  of  planting.  The  children 
should  be  taught  the  alphabet  of  beauty. 

In  the  Exposition  vievs^  shown  above  two  principles  are  well  illustrated  and  the  third  suggested. 
"Plant  in  Masses"  is  seen  in  the  grouping  of  shrubs  and  flowers  along  the  building  to  screen  the 
foundation  and  to  tie  the  house  to  the  lawn.  "Open  Spaces"  is  suggested  in  the  lawn,  an  eifeet 
better  shown  on  the  next  page.  "Curved  Line  Effect"  is  seen  in  the  wavy  line  where  the 
border  of  the  planting  meets  the  lawn. 

Ruskin  considers  the  curve  (not  the  circle)  the  most  beautiful  of  all  linea.  "That  all  forms 
of  acknowledged  beauty  are  composed  exclusively  of  curves  will,  I  believe  be  at  once  allowed; 
but  that  which  will  need  more  especially  to  prove  is,  that  subtlety  and  constancy  of  curvature  in 
all  natural  forms  whatsoever." — Modern  Painters. 


44 


In  this  Exposition  view  the  "Open  Center"  is  emphasized.  There  is  also  the  massing  of 
Rhnibbery  along  the  edges  of  the  lawn.  The  curved  line  effect  of  shrubbery  planting  is  lost  in 
making  the  photograph.    Note  the  effect  of  vines  along  the  arcade. 

The  "Exposition  Way"  is  not  to  scatter  trees,  shrubs  and  flower  beds  over  the  lawn  in  a 
"pepper  and  salt"  effect.  One  may  scatter  foreign  and  artificial  shrubs  and  trees  over  a  lawn 
but  neither  a  beautiful  picture  nor  a  satisfying  effect  can  be  built  up  in  that  way.  It  is  not 
necessary  to  sacrifice  a  playground  to  have  an  attractive  playground.  "Civic  art,  the  expression 
of  civic  life,  is  tiH)  often  understwKl  to  consist  in  filling  our  streets  with  marble  fountains, 
•lotting  our  SJiuares  with  groups  of  statuary,  twining  our  lamp-posts  with  wiggling  acanthus  leaves 
or  dolphins'  tails,  and  our  buildings  with  meaningless  bunches  of  fruit  and  flowers,  tied  up  with 
impossible  stone  riblwns." — Raymond  IJnwin. 

The  "Exposition  Way"  emphasizes  Nature's  way.  The  landscape  artist  goes  to  Nature  for 
his  inspiraticm.  The  river  winding  down  the  valley  illu.strates  the  fundamental  principles  of 
landwape  art  along  natural  lines.  The  water  repre^sents  "Open  Spaces";  "Mass  Effect"  is  seen 
in  the  way  Nature  covers  the  banks;  and  the  "Curved  Line  Effect "  is  seen  in  the  winding  of  the 
stream  as  it  flows  down  to  the  sea. 

The  "Exposition  Way"  emphasizes  the  spirit  of  stream  and  forest.  In  tree  planting  on 
Arbor  Day  it  is  possible  for  the  children  to  get  some  significance  of  the  matchless  beauty  of  the 
primeval  forest.  "One  vast,  continuous  forest  shadowed  the  fertile  soil,  covering  the  land  as  the 
ffrass  covers  a  garden  lawn,  sweeping  over  hill  and  hollow  in  endless  undulations,  burying 
mountains  in  verdure  and  mantling  lirooks  and  rivers  from  the  light  of  day.  Green  intervals 
dotted  with  browsing  deer,  and  br()a(l  plains  alive  with  buffalo,  broke  the  sameness  of  the  wood- 
land strenery.  rnnumlK-red  rivers  seamed  the  forest  with  their  devious  windings.  Vast  lakes 
washed  its  boundaries,  where  the  Indian  voyagi^r,  in  his  birch  canoe,  could  descry  no  land  beyond 
the  world  of  waters. " — Francis  I'arkman  in  The  Cons  pi  racy  of  Pontiac. 


45 


-m 


l^%  ^^h^ 


RURAL    iCt'.OOL  OUOUtillS 


The  "Exposition  Way"  of  planting  is  well  shown  in  the  above  plan  for  beautifying  a  country 
school  grounds.  The  design  was  made  by  the  Division -of  Landscape  Gardening  and  Floriculture 
of  the  University  of  California. 

The  schoolhouse  is  well  located,  being  placed  to  the  right  and  to  the  front  of  the  school 
grounds.  Thus  a  large  open  center  is  left  for  playground  activities.  It  is  well  enough,  perhaps, 
to  place  a  city  hall  or  a  courthouse  in  the  center  of  a  square,  with  avenues  from  the  four 
corners  leading  up  to  the  building.     Such  would  not  fit  into  country  life. 

The  planting  material  in  the  above  plan  is  massed  around  the  border  of  the  school  grounds 
in  curved  line  effects.  On  the  upper  border  are  the  outbuildings  appropriately  screened.  The 
unsightly  barn  is  screened  from  view.  Shrubbery  is  planted  around  the  foundations  of  the 
schoolhouse.  Provision  is  made  for  school  garden  activities  in  the  lower  right  hand  corner.  The 
entire  grounds  may  be  used  as  a  garden  to  develop  an  appreciation  of  good  landscape  art. 


46 


The  above  presents  an  opportunity  to  practice  the  "Exposition  Way"  and  thus  help  to  make 
a  more  beautiful  California  country  life.    The  spirit  of  the  forest  is  present  in  the  fine  oak  tree. 

Notice  the  tall,  bare,  sharp  corner  of  the  building  nearest  the  tree.  The  "Exposition  Way" 
is  to  hannonize  the  two  by  the  massing  of  appropriate  shrubbery  around  the  corner  of  the  house. 
The  sharp  outlines  are  thus  softened.    See  treatment  of  a  corner  on  page  48. 

Khrubl)ery.  in  the  "Exposition  Way."  should  be  planted  along  the  front  and  right  side  of 
the  schoolhoiise.    See  pages  43  and  45.    For  descriptive  list  of  a  few  good  shrubs  see  page  19. 

Vines  should  cover  the  arcade.  See  effect  on  page  44.  For  descriptive  list  of  a  few  good  vines 
see  page  22. 

The  bam  can  be  screened  with  tall  shrubs,  perhaps  transplanted  from  the  countryside.  See 
suggestion  in  plan  on  page  45. 

One  Way  of  Obsennng  Arbor  Day. — "We  planted  three  ash,  three  elm  and  seven  box  elder 
trees.  Set  Boston  ivy  along  stone  school  building,  wootlbine  along  back  fence  and  closets. 
Also  planted  eleven  Spirea  Van  Ilouttei,  two  Weigelia  and  eight  lilacs." 


Another  Sdiool. — "Many  shrubs  set  out:  forty  sumach,  ten  elderberry,  two  mulberry. 
bush  honevHuckle.  a  Syringea.  an  Hydrangea  and  an  elm  tree." 


four 


47 


Above  is  shown  the  "Exposition  Way"  of  planting  flowers  along  the  foundation  of  a  school 
building.  The  long,  curved  line  on  the  lawn  is  such  a  curve  as  one  sees  in  Nature  when  the  wind 
blows  over  a  field  of  wheat  or  the  waves  of  the  sea  roll  in  over  the  beach.  The  effect  above  is 
much  more  artistic  than  if  the  same  number  of  flowering  plants  were  put  in  a  circular  flower 
bed  in  the  middle  of  the  lawn. 

The  tall,  flowering  plants  are  the  common  hollyhocks.  These  old-fashioned  flowers — beautiful 
nevertheless — need  just  such  a  situation  as  shown  above  for  best  effect.  They  have  an  appro- 
priate background  and  are  protected  from  the  twisting  effect  of  the  wind  when  planted  in  the 
open.  More  of  the  hardy  annual  and  perennial  flowers  should  be  grown  on  country  school 
grounds. 

The  "Exposition  Way"  emphasized  flowers  as  well  as  trees,  shrubs  and  vines.  Along  the  wind- 
ing walk  leading  to  Denmark's  building  at  San  Francisco  was  a  bed  of  fine  flowers,  golden 
yellow,  the  common  marigold.  Dignify  the  common  things  of  life,  for  after  all  it  is  the  common 
thing  that  is  fundamental. 

"We  made  a  garden  of  dahlias,  morning  glories,  sweet  peas,  asters,  nasturtiums,  marigolds 
and  California  poppies." 

"We  planted  a  flower  garden  of  salvia,  pansies,  nasturtiums,  sweet  peas,  pinks,  phlox  and 
poppies." 

"We  planted  sweet  peas,  hollyhocks,  pansies,  asters  and  four  o 'clocks." 

"We  planted  sunflowers,  cosmos  and  wild  cucumber  to  screen  out-buildings.*' 

' '  We  planted  three  flower  beds,  one  of  California  poppies,  one  of  asters  and  one  of  Zinnias. ' ' 

"We  made  a  flower  bed  of  perennial  phlox  and  columbine.  About  one  hundred  packets  of 
seed  were  distributed  for  home  garden  work." 


48 


The  "Exposition  Way"  is  shown  in  the  plai;tings  around  the  new  buildings  on  the  Campus 
of  the  rnivereity  of  California.  The  above  illustration  shows  a  detail  at  the  corner  of  the  new 
lienjaniin  Ide  Wheeler  Hall.  On  the  next  page  is  shown  the  landscape  effects  along  the  side 
of  the  Wheeler  Hall  (right)  and  the  addition  to  the  University  Library  (left).  Plantings  also 
have  been  made  aroimd  the  new  Hilgard  Ilall  in  the  Agricultural  Group. 

The  photograph  was  made  two  months  after  the  shrubbery  was  set  out  in  1917. 

The  planting  material  around  the  sharp  corner  of  the  building  above  and  along  the  foundation 
fmm  the  first  window  on  the  left  (near  center  of  illustration)  to  the  first  window  on  the  right  is 
as  follows: 

24  Myrtus  communis  J  »t  .  ^i 
24  Myrtus  luma  ^  '  ' 

5  Pittosporum  crassifolium. 

Prom  the  window  in  the  comer,  going  to  the  right  along  the  wall  to  the  sidewalk  along  the 
front  entrance  to  the  building: 

1   Taxus  baccatu  fastigiata  (Yew) 
22  Ligustnim  sinensis  (Privet) 
15  KiionymuK  japonicus  (Burning  Hush) 
18  Erica  mediterranea  flleath) 

6  Myrtus  luma. 

Along  the  JHlgp  of  the  sidewalk  in  the  foreground: 

20  MyrtuH  hima 

38  Berberis  stenophylla  (Barberry) 
1   tree  Pantan  US  oriental  is  (Oriental  Sycamore). 
All  the  shruhH  made  a  rapid  growth  and  iiiany  were  pruned  in  late  summer  of  1918. 


49 


THE    CHICK    STRIKES    TWELVE    AXI)    THE    CIllMKS    RlXd    .\  M  Kl 


High  ideals  of  literature,  science  and  art  are  set  forth  in  laboratory  and  lecture  room. 
On  the  campus,  with  "eyes  right,"  "eyes  left,"  the  student  body  may  see  that  the  University 
of  California  considers  it  an  "equal  obligation"  to  express  art  in  good  landscape. 

"The  natural  landscape  is  always  interesting  and  it  is  satisfying.  The  physical  universe  is 
the  source  of  art.  We  know  no  other  form  and  color  than  that  we  see  in  nature  or  derive  from 
it.  If  art  is  true  to  its  theme,  it  is  one  expression  of  morals.  If  it  is  a  moral  obligation  to 
express  the  art-sense  in  painting  and  sculpture  and  literature  and  music,  so  is  it  an  equal  obliga- 
tion to  express  it  in  god  landscope." — Bailey,  "The  Keeping  of  the  Beautiful  Earth"  in  The 
Holy  Earth. 


"1  will  lift  up  mine  eyes  unto  the  hills,  from  whence  comrth  my  help." 


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